In our Skype conversation this morning, Swapna stated that culturally responsive education is about “reclaiming the knowledge that has been suppressed, negated, and/or ignored”. Discuss this statement in relation to something you have learned/read so far in this class.
The first chapter of the textbook “Culturally Responsive Mathematics” gave me insight into so many different cultural and historical understanding of mathematics. On page 22, Swetz (2009) discussed different cultures explaining directions. North America Indigenous people use four dimensions of direction, North, South, West, East; these descriptions are recognized everywhere. China however has a fifth additional description which is here.
During grade 7 I hated, like to the point I would cry whenever translations were mentioned. I could never do them, they were always a mess, lucky they disappear in grade 10 and are never mentioned again. During internship I got the happy news that I would be teaching them to a group of students. Panic set in, anxiety attack happened, and I seriously thought about running out the door and never coming back. I then did the only sensible thing someone on internship could do, I started Googling tricks. After about three hours of stress, I had a unit planned out. The only thing I understood was that if I knew the starting coordinates, I should be able to mathematically solve me ending coordinates. This also meant that I should be able to visually know where my translation was going as long as I knew where it started. Not once when I was learning it did I understand to determine my starting point, I was always focused on my ending. In order to teach the math, I needed to relearn it in a way that I understood it. The knowledge was always there, but it was not given to me.
The class as a whole has given me a new meaning to what is “math”. Concepts from the textbook chapter readings, our class discussions, and additional readings have made me think about what math is, and what it can be. CRP is not about news math, but about redefining math in different contexts that relate to the students.
Swetz, F.J., (2009). In B. Greer et al., Culturally responsive mathematics education. (pp. 22) New York: Routledge.