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Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks.

Hyunyi Jung1, Chonika Coleman-King2, Taryrn T C Brown2

  • 1College of Education and Human Development, Texas A&M University, College Station, TX USA.

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Summary

Mainstream algebra curricula lack cultural relevance for marginalized students. This study revises tasks to integrate cultural competency and social justice, enhancing equity in mathematics education.

Keywords:
AlgebraCulturally responsive mathematics curriculumCurriculum designSocial justice

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Area of Science:

  • Mathematics Education
  • Curriculum Development
  • Culturally Responsive Pedagogy

Background:

  • Persistent inequities exist in mathematics education, particularly for marginalized student groups.
  • Mainstream algebra curricula often fail to incorporate students' lived experiences or sociopolitical realities.
  • Culturally responsive pedagogy is gaining attention but requires practical curriculum integration.

Purpose of the Study:

  • To evaluate existing algebra curriculum tasks for cultural relevance.
  • To synthesize frameworks for developing culturally relevant mathematics materials.
  • To revise traditional math tasks to better reflect the experiences of Black and Latinx students.

Main Methods:

  • Analysis of 50 original tasks from a widely used algebra curriculum.
  • Synthesis of conceptual frameworks for culturally relevant materials.
  • Revision of selected tasks to incorporate cultural competency and social justice themes while maintaining academic rigor.

Main Results:

  • Original tasks demonstrated academic rigor but lacked cultural relevance, representation, and social justice integration.
  • Revised tasks successfully integrated cultural competency and social justice elements.
  • The study identified challenges and complexities in transforming curriculum tasks.

Conclusions:

  • Reimagining algebra curricular tasks is crucial for supporting marginalized students.
  • Integrating cultural relevance and social justice can enhance both equity and academic rigor in mathematics.
  • This study provides a practical framework and examples for educators and curriculum developers.