Supporting Prospective Middle School Teachers' Learning to Revise a High-Level Mathematics Task to Be Culturally Relevant
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Utilizing knowledge of students' culture, home, and community lives can support students' mathematics learning (e.g., Civil, 2007). It is important for prospective teachers (PTs) to develop strategies for doing so in their future classrooms. This article reports on a framework and intervention designed to support PTs in learning to use information gathered about a student's culture, interests, and home and community life to revise a high-level mathematics task to be more culturally relevant for that student. PTs demonstrated both success and different culties during the phases of the intervention, but were able to use what they learned to revise a high-level mathematics task for a student. The article also discusses the potential of the intervention and the implications for other mathematics teacher educators when enacting this intervention.
Contributor Notes
Heather R. Gallivan, 220 Wright Hall, University of Northern Iowa, Cedar Falls, IA 50614-0506; heather.gallivan@uni.edu
