Embedding Culturally Responsive Teaching in Mathematics Classrooms by Utilizing Anchor Charts with Urban Terminology

Session Submission Type: Discussion Session

Description for Program

We investigate how students respond to mathematical content when their cultural/urban terminology is used as acronyms to assist with remembering rules or procedures during mathematics instruction. The goal of this session is to discuss how incorporating urban terminology increases student discourse.

Sub Unit

• Equity and Mathematics Education

Lead Presenter

• Vernita Glenn-White, Stetson University