ENGAGING IN A CULTURALLY RELEVANT  MATHEMATICS PEDAGOGY: THE JOURNEY OF A  PRE-SERVICE TEACHER

Phillip Vandevalk; Kwesi Yaro

Authors

Phillip Vandevalk University of Alberta
Kwesi Yaro University of Alberta

Keywords:

Engaging Students, Culturally relevant pedagogy, funds of knowledge, task design and implementation

Author Biographies

Phillip Vandevalk, University of Alberta

Undergraduate Student in the Department of Secondary Education
Kwesi Yaro, University of Alberta

Assistant Professor, Faculty of Education - Secondary Education Department

References

Ladson-Billings, G. (1995). But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory Into Practice, 34(3), 159–165. http://www.jstor.org/stable /1476635

Leonard, J., Martin, D. B., Matthews, L. E., Jones, S. M., & Parker, Y. A. (2013). Advancing A Framework for Culturally Relevant Cognitively Demanding Mathematics Tasks . In The brilliance of black children in Mathematics: Beyond the numbers and toward new discourse (pp.123–150). essay, Information Age Publishing, Inc.