But What Does it Look Like in Maths?: A Framework for Culturally Sustaining Pedagogy in Mathematics

被引：0

作者：

Marshall, Samantha A. ^{[1
]}

机构：

[1] North Carolina State Univ, Raleigh, NC 27695 USA

来源：

INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION | 2023年 / 25卷 / 01期

基金：

美国国家科学基金会;

关键词：

Culturally sustaining pedagogy; mathematics education; professional development; teacher education; STEM; PROFESSIONAL-DEVELOPMENT; SOCIAL-JUSTICE; EDUCATION; TEACHERS; STUDENTS; KNOWLEDGE; WORLD; EXPERIENCES; CURRICULUM; CLASSROOM;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I synthesize research to help conceptualize and clarify what CSPs may look like specifically in mathematics classrooms. I offer a framework for CSPs in mathematics comprised of four dimensions: (1) anti-assimilationism, (2) strengths-based teaching, (3) power and justice, and (4) affirming identities.

引用

页码：1 / 29

页数：29

共 42 条

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