When Critical Multiculturalism Meets Mathematics

Dr. Patricia L. Marshall is professor of multicultural studies in the Department of Teacher Education and Learning Sciences at NC State University. She is interested in the impact of elements of culture including race, class, language on the teaching-learning process and the acquisition of cross-cultural competency.Dr. Jessica T. DeCuir-Gunby is an associate professor of educational psychology and University Faculty Scholar in the Department of Teacher Education & Learning Sciences at NC State University. Her research interests include race and racial identity development, critical race theory, mixed methods research, and emotions in education.Dr. Allison W. McCulloch is associate professor of mathematics education in the Department of STEM Education at NC State University. Her research focuses on the role of culture and affect in mathematics teaching and learning.

• DedicationList of Tables, Figures, and AppendicesChapter 1: Multicultural Education and High Quality Mathematics TeachingChapter 2: Beyond Licensure Renewal Credits in Teacher Professional DevelopmentChapter 3: Math Learners and Cultural Beings: K-2 Teachers As Dreamkeepers Chapter 4: Dreaming A Bigger Dream: The Primary Case TeachersChapter 5: A Theory/Practice Chasm: The Secondary Case TeachersChapter 6: Toward A Liberating Professional IdentityAppendix AAppendix BAppendix CAppendix D: Teachers Dispositions SurveyAppendix E: Sample Items from the NMD Student Mathematics SurveysAppendix F: Additional Findings from the Teacher Mathematics Questionnaire (TMQ)AcknowledgmentsAbout the AuthorsIndex

culturally insensitive and irrelevant math pedagogy, and evidence supporting the premise that teachers matter, the authors/researchers embarked on a multiyear, multifaceted study called ‘Nurturing Mathematics Dreamkeepers.’ As reported, the study focused on how teachers can apply culturally relevant pedagogy in grades K–2 while incorporating high-quality content based on the standards established by the National Council of Teachers of Mathematics. The authors address the parts of their multifaceted, ambitious research project, including the structure of the staff development component, case studies of nine participants, data collection protocols, and a description of the setting. The honest, engaging reflections of the nine teachers representing the larger group recall the frustrations, struggles, challenges, and achievements in enhancing content knowledge in mathematics and skills and disposition in merging culturally relevant pedagogy and standards-based mathematics, thus creating effective, optimal learning environments for academic success in mathematics for young students. According to the researchers, the merger is liberating. Appendices and references complement this seminal study of the intersection of culturally relevant pedagogy and standards-based mathematics teaching and learning.Summing Up: Highly recommended. General readers; upper-division undergraduates through researchers and practitioners.