Culturally-Mathematically Relevant Pedagogy (CMRP): Fostering Urban English Language Learners' Multiplicative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Tzur, Ron; Johnson, Heather L.; McClintock, Evan; Risley, Rachael
Titel	Culturally-Mathematically Relevant Pedagogy (CMRP): Fostering Urban English Language Learners' Multiplicative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Culturally Relevant Education; Mathematics Instruction; Teaching Methods; Cultural Background; Urban Schools; English Language Learners; Mathematical Concepts; Concept Formation; Task Analysis; Algebra; Number Concepts; Multiplication; Thinking Skills; Pilot Projects; Addition + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Concept learning; Begriffsbildung; Aufgabenanalyse; Number concept; Zahlbegriff; Multiplikation; Denkfähigkeit; Pilot project; Modellversuch; Pilotprojekt
Abstract	In this paper we articulate an approach, termed culturally-mathematically relevant pedagogy (CMRP), for fostering urban English language learners' mathematical progression. CMRP integrates three aspects, the use of (1) adaptive teaching to build on students' funds of knowledge for mathematics, (2) tasks that make sense to students given their current mathematical conceptions, and (3) manipulatives and representations that, for the students, meaningfully signify quantities linked to numbers and operations used in a task. To situate CMRP, we use a continuum of conceptual transitions in multiplicative reasoning, which are critical for supporting students' development of algebraic reasoning. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01