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Many times language-minority children get trapped in a vicious cycle of
"remedial" courses. ...Concept learning should not be put on hold while
students develop proficiency in English.
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She encourages the students to work in small groups or in pairs.
The students work together and explain to one another, mostly in Spanish,
the steps that are necessary to do the exercise.
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It is important to realize that activities with concrete materials are
not enough. Students learn not only from experiences with concrete
materials but mostly from reflecting on those experiences. Talking
about the experience provides the opportunity to reflect.
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Mathematical discourse in small groups also promotes cooperation among
students and encourages them to take an active role.
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Si, Se Puede, "It Can Be Done"
Quality Mathematics In More Than One Language.
by Alfinio Flores
Multicultural and Gender Equity in the Mathematics Classroom.
NCTM Yearbook, 1997.
pp 81 ff. |
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Instruction should include experiences designed to allow students to build
on their intuitive understanding, to provide insight into the reasons for
the area of study, and to encourage activity versus passivity. Such
instruction might involve applications, drawing and constructing models,
using visual representations of mathematical concepts, and using technological
tools such as calculators and computers (MULTIPLE ABILITIES).
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There is evidence that women (and students of color) not only prefer a
more collaborative, less competitive atmosphere in the classroom but that
they achieve more in that milieu as well.
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Successful learning takes place in an atmosphere that enables students
to enter empathetically into mathematics through connected knowing.
Although not the only methodology to achieve connected teaching, using
COLLABORATIVE SMALL GROUPS is one of the best ways to achieve several goals.
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Students need to validate their answers and generalizations so that their
peers as well as their teacher understand and accept their work.
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Creating a Gender-Equitable Multicultural Classroom Using Feminisst
Pedgagy.
Judith Jacobs and Joanne Becker
Multicultural and Gender Equity in the Mathematics Classroom.
NCTM Yearbook, 1997.
pp 107 ff. |
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Culturally relevant teaching encourages students to learn collaboratively
and expects them to teach each other and take responsibility for each other.
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Despite the plethora of programs and activities that have adopted aspects
of cooperative learning as instructional strategies, very little real cooperation
is taught or required in the classroom. Students may have opportunities
for roup work, but what teachers deem cooperative behavior more accurately
falls under the category of compliance or conformity. Culturally
relevant teaching advocates the kind of cooperation that leads students
to believe they cannot be successful without getting help from others or
without being helpful to others.
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The Dreamkeepers.
Successful Teachers of African American Children.
Gloria Ladson-Billings.
Jossey-Bass, 1994.
pp 70 ff. |