Summary of a culturally responsive pedagogy
Maths is a universal subject as indicated by Bishop (1988), and his six fundamental activities (listed in my last blog). However each culture and indeed each person - if we go by Bruhns (2005), definition of culture - will have a unique way of using, interpreting and understanding mathematical ideas.
As d’Ambrosio (2001 p. 308) states “much of today's curriculum is so disconnected from the child's reality that it is impossible for the child to be a full participant in it.” If we are to involve and motivate students in their learning, using mathematical ideas from their home culture is essential. Not only this, but it will assist students to value their own culture as well as that of others. This is a goal as outlined in the Australian curriculum (ACARA) under General Capabilities. ACARA (2016) states that “intercultural understanding involves students learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect. It also encourages students to make connections between their own worlds and the worlds of others.”
To finish of this blog I would like to put forward some ideas that I have come to believe are immensely important for a teacher and classroom if students are to be included, valued, inspired and able to make connections in their learning.
Ways for a teacher to have a culturally responsive pedagogy approach in the classroom:
Utilising a number of different methods/strategies to deliver curricular content including ICT
Learn about each students culture to ensure the classroom is an inclusive one
Be explicit and ensure students understand the language used
Ensure the classroom is stimulating, engaging, caring and inclusive of all students
Provide open-ended question and creativity for students to engage in their own (cultural) ways.
Utilise guests as helper/speaker from different cultures
Respect individuals and their world views – promote self-worth and pride in everyone
Share with students different cultures contributions to maths over the years
Provide opportunities for students to make connections with mathematical concepts in ways that make sense to them, their experiences and their world.
As teachers we do not teach ethnomathematics to our students, but we need to teach with ethnomathematics at the forefront of our minds - our ability to do this efficiently will directly affect the learning of our students.
Reference
Australian Curriculum Assessing and Reporting Authority, (2016). General Capabilities. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/introduction
Bruhn, J. G. (2005). Culture-brain interactions. Integrative Physiological & Behavioral Science, 40(4), 243-254. doi:10.1007/BF02915218
Bishop, A. (1988). Mathematics Education in Its Cultural Context. Educational Studies in Mathematics,19(2), 179-191. Retrieved from http://www.jstor.org.ezproxy.cdu.edu.au/stable/3482573
D’Ambrosio. (2001) What is ethnomathmatics, and how can it help children in schools? Teaching Mathematics. 7(6) 308-310. Retrieved form http://go.galegroup.com.ezproxy.cdu.edu.au/ps/i.do?p=AONE&u=ntu&id=GALE|A70651548&v=2.1&it=r&sid=summon&userGroup=ntu&authCount=1