Document Type
Conference Proceeding
Publication Date
2014
Abstract
In this paper, the author provides counter-narratives of academically and mathematically successful male African Americans as they recount specific pedagogical practices of teachers that were influential to their achievement in mathematics, and to their academic success in general. The author connects the counternarratives to the propositions of culturally relevant pedagogy to demonstrate that practicing the science of culturally relevant pedagogy is indeed just good mathematics teaching.
Recommended Citation
Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences (pp. 43–48). Washington, DC: National Science Foundation. Retrieved from http://noyceconferenceindy.org/wp-content/uploads/2014/02/chapter10.pdf
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Originally published in:
Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences (pp. 43–48). Washington, DC: National Science Foundation. Retrieved from
http://noyceconferenceindy.org/wp-content/uploads/2014/02/chapter10.pdf