This critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society.

Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey. Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.

Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex focuses on the theory and practices of a highly successful mathematics teacher of African American children in a high-poverty school. The book aims to contribute to the limited literature base in this area in mathematics education. The discussions in the book center on the ideals of culturally responsive teaching (CRT), and seek to build understanding of this concept in the context of mathematics. Further, the story of Gloria Jean Merriex speaks to the importance of historical influences on teaching practice. Her story is couched in sociopolitical realities of the American educational system, and is discussed as such. Cultural incongruities that exist in classrooms and contribute to the black-white achievement gap, particularly in mathematics, are also discussed.

At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.

Helps develop a deeper understanding of indigenous people's mathematics and pedagogy. Explores native cultures and mathematics learning and discusses culturally relevant assessment and mathematics activities.

Help students see their whole selves in the math they′re learning with culturally responsive teaching. Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms, aims to re-center mathematics as a humanizing endeavor because putting children and their humanity at the heart of mathematics education can result in more engaged, meaningful, and joyful learning. This book introduces a model and a tool for Culturally Responsive Mathematics Teaching, constructed to create a safe, inclusive space where all learners can come together in their own educational journey and develop a love for math that centers their experiences and comes from the heart. Implementing the Culturally Responsive Mathematics Teaching Tool (CRMT2) will help you cultivate and sustain meaningful, rich, and rigorous mathematical learning spaces for all your students-experiences that foster mathematical curiosity and joy. The book walks you through each aspect of the framework and tool, guiding you to consider how your classroom structures, lessons, tasks, and assessments: Honor the existing cultural strengths, experiences, and lived realities of all your students Elicit diverse mathematical thinking and ideas Support equitable access to rigorous mathematical learning and discourse for all students Invite a sense of agency in each student's learning experience Promote high engagement and excitement while learning mathematics Nurture an understanding that mathematics is a powerful tool for making sense of the world By weaving these strategies into classroom lessons, teachers can humanize mathematics instruction to successfully build a love for math while providing equitable learning opportunities that empower student voice and promote success in mathematics.

Far from a run-of-the-mill readings book, Getting into the Mathematics Conversation is an outstanding compendium of the very best of the NCTM school journals' offerings on the broad subject of communication in the mathematics classroom. It spans all grade levels and targets all communication forms - listening and speaking, reading, writing, and multiple forms - that a teacher might wish to develop in students.