Teaching mathematics can be tricky in a class full of diverse learners. Throughout my internship, I have become very familiar with the idea that each student strategizes differently when working on their math problems. As I walk around the classroom and observe student responses, I quickly realize that I had not even thought to solve the math problem the way the students do sometimes. It amazes me. Some students, however, have more difficulties when learning math. Students with learning disabilities or special needs require more attention. English Language Learners (ELLs) must connect to the content somehow, to make learning relevant to them. That is precisely why culturally responsive teaching is so important.
Culturally responsive teaching is for all students, not just those who are new to our country. When developing a lesson in mathematics it is necessary to take all students into consideration. To do so, a teacher must know their students and have some background knowledge on their situation, whether it be related to language barriers, socioeconomic status, cognitive or learning disabilities. Teachers must understand what their students cultural differences are by listening and talking to them about their personal lives (Kosleski, 2010).
It is not enough to just remove language or simplify math problems for students. That will only minimize learning opportunities. Helping students focus and stay engaged with the big ideas of math is the way to ensure culturally responsive instruction is being utilized (Van De Walle, Karp, & Bay-William, 2016). This can be done by making content relevant to the students and incorporating their identities and culture into math problems.
Although it is good practice to include student’s names and situations into math problems, it is not enough. Vocabulary must be taught explicitly in connection with a task. For example, if I taught a lesson on categorizing triangles, I would ensure all students were able to define and understand the differences between equilateral, isosceles, and scalene triangles through the use of graphic organizers, visual displays and word walls with translations and pictures.
Another way to engage students and facilitate instruction is by using comprehensible input. Comprehensible input ensures the teacher’s message is communicated more efficiently by removing confusing words, using visual gestures, and shortening sentences to clarify directions (Van De Walle et al., 2016). For example, if I were to teach a subtraction problem as follows:
There are 10 tamales on the table. Maria was hungry so she ate three of them. Zach wanted some too, so he ate 2 tamales. How many tamales were left on the table?
The problem seems long and drawn out and may be intimidating to an ELL. Some students may not know what tamales are. I could alter and simplify the problem to read:
There are 10 cupcakes on the table. Maria ate 3 cupcakes and Zach ate 2 cupcakes. How many are left?
I shortened the problem and used cupcakes, instead of tamales, to ensure the students could relate. Visually, the problem does not look so intimidating, especially to those students who require extra assistance. I could use my hands and drop my fingers when reading the problem so students can visualize the fact that they must subtract. These are just a few strategies that do not lose focus on the lesson, but can help all students learn more efficiently.
Culturally responsive instruction helps all students in the end and is an effective and considerate way to include students in the classroom on a daily basis.
Kozleski, E. B. (2010). Culturally Responsive Teaching Matters!. Online Submission.
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics: teaching developmentally (9th ed.). Boston: Pearson Education, Inc.
Culturally responsive teaching is for all students, not just those who are new to our country. When developing a lesson in mathematics it is necessary to take all students into consideration. To do so, a teacher must know their students and have some background knowledge on their situation, whether it be related to language barriers, socioeconomic status, cognitive or learning disabilities. Teachers must understand what their students cultural differences are by listening and talking to them about their personal lives (Kosleski, 2010).
It is not enough to just remove language or simplify math problems for students. That will only minimize learning opportunities. Helping students focus and stay engaged with the big ideas of math is the way to ensure culturally responsive instruction is being utilized (Van De Walle, Karp, & Bay-William, 2016). This can be done by making content relevant to the students and incorporating their identities and culture into math problems.
Although it is good practice to include student’s names and situations into math problems, it is not enough. Vocabulary must be taught explicitly in connection with a task. For example, if I taught a lesson on categorizing triangles, I would ensure all students were able to define and understand the differences between equilateral, isosceles, and scalene triangles through the use of graphic organizers, visual displays and word walls with translations and pictures.
Another way to engage students and facilitate instruction is by using comprehensible input. Comprehensible input ensures the teacher’s message is communicated more efficiently by removing confusing words, using visual gestures, and shortening sentences to clarify directions (Van De Walle et al., 2016). For example, if I were to teach a subtraction problem as follows:
There are 10 tamales on the table. Maria was hungry so she ate three of them. Zach wanted some too, so he ate 2 tamales. How many tamales were left on the table?
The problem seems long and drawn out and may be intimidating to an ELL. Some students may not know what tamales are. I could alter and simplify the problem to read:
There are 10 cupcakes on the table. Maria ate 3 cupcakes and Zach ate 2 cupcakes. How many are left?
I shortened the problem and used cupcakes, instead of tamales, to ensure the students could relate. Visually, the problem does not look so intimidating, especially to those students who require extra assistance. I could use my hands and drop my fingers when reading the problem so students can visualize the fact that they must subtract. These are just a few strategies that do not lose focus on the lesson, but can help all students learn more efficiently.
Culturally responsive instruction helps all students in the end and is an effective and considerate way to include students in the classroom on a daily basis.
Kozleski, E. B. (2010). Culturally Responsive Teaching Matters!. Online Submission.
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics: teaching developmentally (9th ed.). Boston: Pearson Education, Inc.