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"Babies overboard". The complexitie...

Matthews, Lou Edward.

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"Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda)./
作者:	Matthews, Lou Edward.
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3139.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064520
ISBN:	0493836233

"Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda).
Matthews, Lou Edward.

"Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda). - 189 p.

Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3139.

Thesis (Ph.D.)--Illinois State University, 2002.

A collective case study guided by perspectives of reconceptualized critical theory and a model for the culturally relevant teaching of mathematics was conducted to identify and explore the complexities and challenges faced by four primary teachers at as they incorporated culturally relevant teaching in their mathematics instruction at four schools with predominantly Black student populations in Bermuda. The study examined the teachers' understandings of culturally relevant teaching and how they (a) fostered critical mathematical thinking and thinking about knowledge in general; (b) sought to build on informal mathematical and cultural knowledge; and (c) utilized empowerment orientations toward Bermudian culture. Data were collected through interviews, group meetings and observations; and analyzed through the synthesis and illumination of facets of teachers' understandings and experiences.

ISBN: 0493836233Subjects--Topical Terms:

1017588
Education, Mathematics.

"Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda).
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245 1 0 $a "Babies overboard". The complexities and challenges of incorporating culturally relevant teaching into mathematics instruction (Bermuda).
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3139.
500 $a Chair: Cynthia W. Langrall.
502 $a Thesis (Ph.D.)--Illinois State University, 2002.
520 $a A collective case study guided by perspectives of reconceptualized critical theory and a model for the culturally relevant teaching of mathematics was conducted to identify and explore the complexities and challenges faced by four primary teachers at as they incorporated culturally relevant teaching in their mathematics instruction at four schools with predominantly Black student populations in Bermuda. The study examined the teachers' understandings of culturally relevant teaching and how they (a) fostered critical mathematical thinking and thinking about knowledge in general; (b) sought to build on informal mathematical and cultural knowledge; and (c) utilized empowerment orientations toward Bermudian culture. Data were collected through interviews, group meetings and observations; and analyzed through the synthesis and illumination of facets of teachers' understandings and experiences.
520 $a The teachers viewed culturally relevant teaching as making mathematics meaningful and connecting it to the experiences of Bermudian students and society, but varied in their interpretations of incorporating culturally relevant teaching into mathematics instruction. Complexities representing the ways in which teachers' incorporated culturally relevant teaching where identified. They included situations were teaching focused on building empowering relationships; building on or to students' cultural knowledge; and fostering critical thinking about knowledge in general, formally or informally. The teachers also faced challenges in reexamining the text's role in mathematics teaching, and fostering relationships with Bermudian students. Two conclusions are drawn: (a) Robust understandings of culturally relevant teaching are needed to address the complexities and challenges; and (b) Promoting culturally relevant teaching can aid educators in promoting mathematics reform perspectives.
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