January 1st, 2014 | RESEARCH
This article discusses intellectual activities in African American culture that privilege mathematical thinking. It is a helpful reference for educators and researchers who want to shift from deficit-oriented perspectives about non-dominant or marginalized groups’ performance to additive perspectives that build on out-of-school cultural knowledge and practices to support student learning in school. The authors suggest how educators might value forms of mathematical thinking that are usually not recognized in school. This recognition can support diverse students’ participation and achievement in mathematics and other academic activities.
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Team Members
Clea Matson, Author, ExploratoriumRelated URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | General Public | Youth | Teen (up to 17)
Discipline: Education and learning science | Mathematics
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Public Programs