Two Views of Culture and Their Implications for Mathematics Teaching and Learning

By: Contributor(s): Material type: ArticleArticlePublication details: sage, 2019.Description: Vol 54, Issue 6, 2019 ( 860-884 p.)Subject(s): Online resources: In: Urban educationSummary: In this article, the authors present an analysis of two views of culture reflected in equity scholarship and their implications on research and mathematics teaching. In doing so, they draw on two interrelated theoretical orientations to describe instructional practices that support equitable learning opportunities in mathematics classrooms. These two orientations are grounded in contrasting views of culture. They discuss the contributions of and the tensions associated with each orientation, and argue for a research agenda that focuses primarily on what is called the Cultural Participation Orientation. In addition, the authors discuss the usefulness of drawing on both orientations in understanding equitable instructional practices in urban mathematics classrooms.
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E-Journal E-Journal Library, SPAB Reference Collection Vol. 54(1-10),2019 Available
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In this article, the authors present an analysis of two views of culture reflected in equity scholarship and their implications on research and mathematics teaching. In doing so, they draw on two interrelated theoretical orientations to describe instructional practices that support equitable learning opportunities in mathematics classrooms. These two orientations are grounded in contrasting views of culture. They discuss the contributions of and the tensions associated with each orientation, and argue for a research agenda that focuses primarily on what is called the Cultural Participation Orientation. In addition, the authors discuss the usefulness of drawing on both orientations in understanding equitable instructional practices in urban mathematics classrooms.

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