WCER Research Highlights v 24 n 3

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SPRING 2013 Vol. 24, No. 3

WISCONSIN CENTER FOR EDUCATION RESEARCH • SCHOOL OF EDUCATION • UNIVERSITY OF WISCONSIN–MADISON • WWW.WCER.WISC.EDU

Home Cultures Shape Math Instruction You might think that students will achieve academically as long as their teachers use effective standards-based teaching practices. Yet, students often lag behind in math because they don’t see a connection between the mathematics they use in school and the mathematics they experience out of school.

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Students Represent Mathematical Unknowns

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Engaging Undergraduate Engineers

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Culturally Responsive Behavioral Support

Effective teachers recognize that students bring different kinds of mathematical strengths into the classroom that can be used to raise students’ math competencies in formal schooling. Anita Wager, a UW–Madison professor in Curriculum and Instruction, points out that students learn mathematics more effectively when it connects to their lives outside of school.

a professional development seminar for elementary teachers. The study sought to determine (a) how teachers incorporated students’ out-of-school experiences in the mathematics classroom, and (b) the benefits and constraints of the various methods. The semester-long professional development seminar focused on culturally relevant pedagogy. The seminar participants taught in three elementary schools that served diverse student bodies. Across the schools, 40% to 74% of students were from Native American, African American, Latino/a, and Hmong families. Of the students, 27% to 70% were eligible for free or reduced-price lunch.

During the ten three-hour seminar sessions, the participants read about the importance Wager says educators must learn their students’ of children’s out-of-school mathematical cultural and community mathematical practices practices and possibilities for culturally and then connect these to what happens in school. relevant pedagogy in the classroom. They She stresses that the way teachers translate or designed surveys for students 8 to 10 years mathematize out-of-school practices needs to be old to discover the types of mathematical meaningful. Otherwise classrooms will trivialize activities in which students and their families the mathematical ideas inherent in student’s participated. They then discussed how to home practices. To find out how teachers build on these student practices. respond to this need to identify meaningful Teachers then compared results of their own ways to incorporate out-of-school practices classroom surveys to those of their school in mathematics classrooms, Wager studied (continued on next page...)


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