Award/Availability

Open Access Honors Program Thesis

First Advisor

Catherine Miller

Keywords

Algebra--Study and teaching (Secondary); Minorities--Education (Secondary); Multicultural education;

Abstract

Research and test scores have shown that African-American, Latino, Native American, and other minority students are underachieving in secondary mathematics. This is concerning not only to school personnel – who are under pressure to have students perform well on standardized tests – but also to the future of the country. When teachers adopt a culturally relevant pedagogy, diverse students will have a better opportunity to learn and retain mathematical content. When academic content is taught in a culturally relevant way, students are able to retain the information, improve their performance in school, and become more informed participants in society. Through literary analysis, I have determined how culturally relevant teaching can be applied in an urban, Algebra I classroom. I have also provided examples of how mathematical tasks can better reflect the cultures and environment of urban students.

Date of Award

2014

Department

Department of Mathematics

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

2014

Object Description

1 PDF file (44 pages)

Language

EN

File Format

application/pdf