Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks.

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.