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• W2772881556 abstract "Mathematical modeling and culturally relevant pedagogy (CRP) are both pedagogical approaches that rely on students’ knowledge of everyday situations, yet mathematics education research has not fully attended to the ways in which they can be united in the classroom. We use an interpretation of culture as students’ lived experiences, a perspective drawn from the Funds of Knowledge approach, which can uncover knowledge that is relevant for rich mathematical tasks and that can support socially conscious reflection. This chapter proposes a new pedagogical model, suggesting that the cycle of mathematical modeling provides key moments to access students’ culturally based knowledge and that this approach can address weaknesses in typical implementations of culturally relevant pedagogy. Mathematical modeling asks students to complete a problem-solving cycle involving sense-making, developing problem-solving tools, interpretation and validation of results, and further cycles of model improvement. The early stage of sense-making and the reflective stages at the end of the first modeling cycle are key points at which teachers can plan discussions to foreground students’ cultural knowledge and critical consciousness. We provide examples of this approach through a task on modeling neighborhood fence designs, and we provide reflections on implementing this approach with preservice secondary teachers in an early stage of their pedagogical education." @default.
• W2772881556 created "2017-12-22" @default.
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• W2772881556 date "2018-01-01" @default.
• W2772881556 modified "2023-10-09" @default.
• W2772881556 title "Mathematical Modeling and Culturally Relevant Pedagogy" @default.
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• W2772881556 doi "https://doi.org/10.1007/978-3-319-66659-4_14" @default.
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