Addressing Cultural Bias--Reflect and Discuss

Autor/inn/en	Wilburne, Jane M.; Marinak, Barbara A.; Strickland, Martha J.
Titel	Addressing Cultural Bias--Reflect and Discuss
Quelle	In: Mathematics Teaching in the Middle School, 16 (2011) 8, S.460-465 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Teaching Methods; Word Problems (Mathematics); Middle School Teachers; Mathematics Teachers; Cultural Differences; Language of Instruction; Middle School Students; Mathematics Instruction; Culturally Relevant Education; English (Second Language); Immigrants; Barriers; Vocabulary; Classroom Communication; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Kultureller Unterschied; Teaching language; Unterrichtssprache; Student; Students; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Wortschatz; Klassengespräch
Abstract	Students who have difficulty reading, understanding, and solving word problems because of cultural and linguistic differences present challenges to teachers who are working to help every student achieve mathematical proficiency. In many middle school classrooms, teachers emphasize traditional textbook word problems, which are meant to engage students in solving problems with a real-world context. It is important to understand, however, that the real-world context might not be the real world of some students in the class. Since mathematical word problems require students to understand language, culture, the context of the problem, and the mathematics, the problems can be rather complex and often confusing for culturally and linguistically diverse (CLD) students. Thus, today's middle school teachers are faced with identifying when a traditional word problem may be culturally or linguistically biased and determining ways to help CLD students solve such problems. Mathematics teachers must implement "culturally relevant practices" to ensure that all students have access to equitable learning opportunities. The authors relate the instructional strategies used by middle school mathematics teachers who participated in a study that addressed this need. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10