Poster #5 - Culturally Relevant Mathematics and Science Teaching: Tensions and Success in an Urban Kindergarten Classroom

• In Event: 28.093 - MTCC Poster Session Five
  In Poster Session: 28.093-1 - Section 8 Poster Session 1

Abstract

This paper highlights the case of two kindergarten co-teachers’ journey learning about and implementing culturally relevant mathematics and science pedagogy in an urban school where, in an effort to ensure uniformity across classroom and grade levels and to raise students’ test scores, many restrictive guidelines, practices, and structures were in place. We highlight the ways in which the teachers drew on their bilingualism, knowledge of young children’s development, and desire to explore inquiry-based pedagogy and curriculum to maximize children’s engagement and learning and resist inequitable, mandated school practices. We draw important conclusions about the place-based, sustained effort required to support teachers to enact a radical curriculum for urban children despite prevalent counter forces.

Authors

• Paula A. Magee, Indiana University - IUPUI

• Craig J. Willey, Indiana University - Indianapolis

• Shanna Marie Stuckey, Indiana University - Indianapolis

• Maricela Berrospe, Indiana University - IUPUI

• Elizabeth Amadio, Indiana University - IUPUI