CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED | Shelly Jones | TEDxCCSU
ฝัง
- เผยแพร่เมื่อ 25 ก.ค. 2024
- CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED
Dr. Shelly M. Jones is Associate Professor at Central Connecticut
State University. Her interests include culturally relevant
mathematics, connecting mathematics and music, and students’
mathematics beliefs. She contributed to The Brilliance of Black
Children in Mathematics: Beyond the Numbers and Toward a New
Discourse.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at ted.com/tedx
Thank you this is wonderful!
Thank for the references.
Thank you! This is so helpful ❤
May I have some of your ideas on making quilts with my students? Thank you.
same i want the quilt LP!
I agree with 4:13. Not all students[learning children] have the guidance for reinforcement and guided change of world outlook.
anyone have a link to her rubric?
How do you cite this video in APA format on paper. Please let me know.
-Luis Sauceda, graduate student
It's probably too late, but here are some tips!
Here are the basic structures of an APA TH-cam citation with examples.
Reference Page Format:
Uploader Last Name, First Initial. Middle Initial. [Screen name]. (Year, Month Day). Title of the video [Video]. Name of website. URL
In-text Citation Format:
(Uploader Last Name OR Screen name, Year)
As I am a University Librarian, I had this info readily available, so I thought I would share! As a graduate student, you should also have access to many great resources through your campus Library! Reach out to your Librarians...they would love to help you with things like this!
This is an awesome look at how CRP can happen at all grade levels and in all subjects. Thank you for the clear examples and resources!
Awesome? It is insulting racism
How about just teaching them math?
Nope. It's about "critical consciousness" (3:28). We know what time it is when someone uses those words.
She had mixed up the written / graphic expressions of numerics with numerical calculations.
Math is universal. She asked to show six and all showed six fingers. Which fingers they raise is not the question. Did anyone raise six toes or six pineapple? Even if they had, the concept is still six. If you think that by what objects you count by makes a difference in concept of counting, you miss the entire point of mathematics.
Math is math. You've just taught it in a cultural context. Math isn't carpet laying, if I've used it to work out how big a room is.
This is outstanding, and to be perfectly honest, I never thought of how to apply CRP within the context of math. CRP really is about empowering the students to learn and to prosper, and I’m thankful that you really emphasize this in your presentation. Also, thank you for the different ideas that you presented in this, it really makes me want to work harder as a professional and use the information to help to bring CRP into my next math lesson.
Thanks for the great insight! Keep spreading the knowledge.
🤣👌
Next step. The oregon math plan where multiple answers are correct 🤦♂️
Oregon math plan' supporters will be fine with using a $10 note to pay for a $3 item and getting back $2 in change.
It's sad seeing how positive people are about handicapping their students' development.
Yes, it is shocking to see the number of teachers who equally do not understand math and are excited about ruining their students's education by implementing hate-ideology.
@@juliafox52 two words "Teachers unions"
@@henryemrich7209 I disagree: currently dealing with teachers outside a union. They're still ideologically driven idiots. It's depressing as liberal education seems to be dead and replaced with illiberal indoctrination.
What do you mean?
@@Mikearcana777 They are sliding back into segregated schools by implying that "cultural" children learn differently than American kids. They imply that cultural heritage is the framework by which students learn while advocating for teachers to teach their students to oppose injustice and inequity. They want to split students into teams and tell them to fight for injustice, but who will the students fight against if not their peers? The man? Stop letting hippies teach our children. This is sowing division.
This is awful.
Want to master mathematics? (1) Learn arithmetic operations division, multiplication, addition, and subtraction. (2) Memorize multiplication of whole/real numbers at least up to 12x. (3) Understand the purpose of the number zero. (4) Follow the commutative, associate, and distributive laws. (5) Practice the proper order of operations. Then the fundamental disciplines of mathematics (algebra/geometry/trigonometry/calculus) are yours to master and to enjoy!
I think the key in your whole response was the first word... "Want". Who does "want"? How to create "want" in the mind of a person who does not "want" a particular ... something. Salesmanship in the classroom? I guess we are all salesmen (and women or non-binaries, or whatever) when we are trying to create that "want" in another person.
What is the current curriculum that you have that's not going to do it?
Culturally relevant lesson for the week; using children to implore the government to shut down small businesses via legislation.
Entry point into math: trust me, you are a victim, exploit victimhood in order to gain power over minorities and POCs.
Step 1 demonstrate that students are less than their neighbors by teaching them to covet what their neighbors have
Step 2 use government intervention and force to even the playing field
The biggest determining factor in the development of a child is a two parent home. This sort of teaching is attempting to fix a symptom and not the source of the actual problems.
Facts
Since maths is cultural one needs cultural literacy of the culture in question.
Are you being sarcastic?
To certain extent, this is true. But she's talking about something quite a bit more radical. Would sacrifice math, itself, to declare a favored student to be "successful". She's just testing people to see what she can get away with right now.
How do they determine if an infinite series is convergent in Tanzania? Show me the hand-gesture proof, please. 😂
heh.
Very nice 👍 p.s.ladham.akola.agra.up(India)
I knew when I saw the still picture and "Ph.D." that this was going to be a lot of BS.
You show 6 in different ways on your fingers and she thinks that proves math is cultural? You have got to be kidding me!
To be fair without white people they wouldnt have math
@@scottjohnstontheii9287 🤣🤣🤣🤣
@@scottjohnstontheii9287 Errm. There were many more people than white people feeding into that project. There are also parallel insights that entirely separated cultures have had. This, however, only goes to show that the *important* stuff actually is universal. These idiots are just talking about making it harder and confusing kids by incorporating a hundred different ways of representing the same concept.
2 + 2 = 5
Cornrolls would be considered cultural appropriation.
…and as to hair dye?
Math is not cultural. What a crock of BS.
How does this help students pass their maths exams? This is very sinister as this woman must know she is talking nonsense!
Yuk . Why do we need to teach racial identity/activism viewpoints in math ? This is terrible and alarming, she'd use math to advance her politics on kids ...........Math should be taught in Math Class. Anything less and it not math class and you are lying about the curriculum and compromising math education ..........If you want to teach cultural activism offer a class in cultural activism .
PREACH
The9901234 what are some better ways to teach CRP in math?
She is not talking about teaching activism. Let me give you an example of what culturally relevant math education is. Instead of solving abstract equations, a teacher asks the class, do you guys want to own a house one day? Yes, they do. But they are in a low income community. Or they are not in a low income community but they heard about the economic recession and have a vague idea that it happened because of some people getting mortgages they couldn't afford. So, how about a task to model, what kind of interest payments can one afford depending on their income? What kind of a mortgage a family can afford if their income is xyz, and how much their interest payments would be? How much would they end up paying over 30 years for a house with a value of xyz? What if they refinanced their loan at a new rate but on different terms, what would be a reasonable offer and what would be a total scam?
And talking about activism, yes, while they are at it, a teacher can touch base on the topic of social justice: why it is so that the racial distribution of homeowners is so heavily skewed towards affluent white people. But if this bothers you, just forget I mentioned it and focus on the math part above.
I'd rather kids learned these matters at school and avoid some expensive mistakes.
I should also add, because there might be further misunderstanding, that in cultural education you don't necessarily do it in another language or by discussing physical artifacts of a certain culture. You just make it close to home. In the example of mortgage calculations, the objective is still very much to learn to model and calculate. The new cultural and social part is that you also discuss matters that affect certain communities more than others. Like, why credit score is important and how to take care of it. Things may come out in student conversation that are about their life: how in some cultures it is a norm for young adults to move out and become independent vs in some cultures several generations want to stay together in a larger house. That some banks have predatory attitude towards certain population groups and would offer you bad deals. Cultural education is about letting students build up on the knowledge their bring to school from home and make the math that they learn in school relevant to their daily life in their community.
I can see your point, but I also think this is about making personal connections with students. If you are showing the willingness to make connections to your students they will respect you more. I didn't really like the liquor store example, but the cornrow example was good. That student opened up and spoke about something that she was an expert on. Hopefully her willingness to open up will give her confidence to join in conversation in the future. Also, her teacher allowing her to take control of the classroom for that time helps build a relationship of trust. Culturally relevant teaching has a lot of layers that weren't covered in this video.
Count liquor stores becuase you students are going to grow up to be drunks
Bullsh*t..... nuff said. 😈
What a waste of time :(