Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics
Author:
- 1 June 1998
- journal article
- Published by Wiley in Anthropology & Education Quarterly
- Vol. 29 (2) , 214-244
Abstract
Although equity is one of the goals of the mathematics reform movement, there has been little research done to develop programs that meet the needs of specific cultural groups. By studying how mathematical knowledge is developed in the course of everyday life, it is possible to change mathematics instruction to enhance mathematical achievement. In a series of research projects with Native Hawaiian children, ethnographic information and cognitive studies of mathematical thinking guided a program to develop culturally relevant mathematics teaching. The approach taken in this study is compared to other recent efforts to develop culturally relevant instruction in mathematics.Keywords
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