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When the World is Not the Problem: Real-World Contexts as Analogies

When the World is Not the Problem: Real-World Contexts as Analogies. Haiwen Chu Laurie H. Rubel Lauren Shookhoff City University of New York Mathematics Education and Society 7

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When the World is Not the Problem: Real-World Contexts as Analogies

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  1. When the World is Not the Problem: Real-World Contexts as Analogies Haiwen Chu Laurie H. Rubel Lauren Shookhoff City University of New York Mathematics Education and Society 7 This material is based on work supported by the National Science Foundation under grant no. 0742614. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  2. Culturally relevant mathematics pedagogy • Teaching mathematics for understanding • Centering instruction on students’ experiences • Developing critical consciousness about and with mathematics Connecting concepts, procedures, and representations Grappling with important mathematics Mathematizing everyday, familiar, or local contexts Solving abstract problems with familiar representations Creating classroom norms that facilitate broad and sustained participation Addressing issues of power as objects of mathematical analysis Inviting students to be critical about mathematics (Ladson-Billings, 1995; Gutstein et al., 1997)  (Rubel & Chu, 2012)

  3. Culturally Relevant Mathematics Pedagogy Real-World Contexts Teaching for Understanding making connections grappling with mathematics Problem-Contexts Centering on Students everyday or local contexts familiar representations widening participation Analogies Developing Criticality with and about math addressing issues with math being critical about math

  4. Questions for Reflection and Planning • Why am I even teaching this particular mathematical content? • How am I inviting students to struggle with significant mathematics?   • How might this theme connect to my students and their experiences? • How might my own discomfort with racialized power dynamics between me and my students complicate this process?

  5. Implications and Next Steps • Professional Development • Research • Analogies • Elaboration • CITY DIGITS: Extended Project with a Critical RWC • Elaboration

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