They don't show nothing I didn't know: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy
They don't show nothing I didn't know: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy
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DOI：
10.1080/10508400701193671
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发表时间：
2007-01-01
影响因子：
3.8
通讯作者：
Mukhopadhyay, Shiull
中科院分区：
文献类型：
--
作者：
Enyedy, Noel;Mukhopadhyay, Shiull
本文介绍的数据，从社区绘图项目，一套统计活动和调查项目在夏季研讨会的高中生。在设计社区绘图项目时，我们试图创造条件，让城市学生自己认识到数学与他们的生活和社区的关系。使用混合的方法，我们分析了25名高中生的前，后评估和最终项目，以调查学生从他们的经验中学到了什么。我们还分析了视频案例研究的数据，以开始了解学习是如何组织的。我们的定性分析揭示了几个紧张局势之间出现的目标和规范，我们的实例化的文化相关的教学法和我们的数学教学法的目标和规范。我们认为，如何应对这些紧张关系决定了学生学习统计学的机会。本文提供了一些考虑因素和经验教训，可能有助于通知教师谁愿意重新思考他们的数学教学法，和设计师谁愿意创造文化相关的课程。
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives and their communities. Using mixed methods, we analyzed the pre- and postassessments and final projects of 25 high school students to investigate what students learned from their experience. We also analyzed the data from video case studies to begin to understand how learning was organized. Our qualitative analysis revealed several tensions that emerged between the goals and norms of our instantiation of a culturally relevant pedagogy and the goals and norms of our mathematics pedagogy. We argue that how these tensions are navigated mediate what opportunity students have for learning statistics. This article provides some considerations and lessons learned that may help inform both teachers who wish to rethink their mathematics pedagogy, and the designers who wish to create culturally relevant curricula.