Producing M Ms


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  • Producing M Ms

    1. 1. Teaching M & Ms Math & Multiculturalism Dr. Djanna Hill-Brisbane Associate Professor of Science & Urban Education College of Education, WPUNJ NAME ANNUAL CONFERENCE Baltimore, MD October 30-November4, 2007
    2. 2. <ul><li>Immigration from Poland, Russia, and Italy to the US between 1870 and 1924 totaled ____million. </li></ul><ul><li>What year did women start becoming mathematicians and scientists? </li></ul><ul><li>Projected growth of US population – Census statistics 1990 – 2030 (fill in the blanks with appropriate ethnic group): </li></ul><ul><li>a. 125%; b. 79%; c. 68%; d. 25% </li></ul><ul><li>The ironing board was designed and patented by Sarah Boone in a. 1920; b. 1892; c. 1998? (How many other inventions were patented by women in a 50 year period from that date?) </li></ul>Math & Multiculturalism
    3. 3. <ul><li>Students of color and poor students tend to be overrepresented in special education classes. Why do you think this is so? </li></ul><ul><li>(Mathematically) Compare and contrast the countries in Asia with those in Africa. </li></ul><ul><li>What year did Marie Curie win the Nobel Peace Prize in Physics? </li></ul><ul><ul><ul><li>a. 1900; b. 1993; c. 1903 </li></ul></ul></ul><ul><li>What does it mean to be literate in Math? </li></ul><ul><li>What is Multicultural Education? </li></ul>Math & Multiculturalism
    4. 5. Math Literacy <ul><li>Math Literacy includes </li></ul><ul><ul><li>identifying a sense of purpose of the mathematics curricula; </li></ul></ul><ul><ul><li>building on student ideas about math; </li></ul></ul><ul><ul><li>engaging students in math activities; </li></ul></ul><ul><ul><li>developing mathematical ideas; </li></ul></ul><ul><ul><li>promoting thinking about mathematics; </li></ul></ul><ul><ul><li>assessing students’ progress in math; and </li></ul></ul><ul><ul><li>enhancing the mathematics learning environment. </li></ul></ul>Math & Multiculturalism
    5. 6. Multicultural Education <ul><li>An educational reform movement designed to restructure curriculum and educational institutions so that students from all racial, cultural, ethnic, ability, gender, and social class groups will experience equal educational opportunity. </li></ul>Math & Multiculturalism
    6. 7. <ul><ul><li>Multicultural education assumes that race, ethnicity, culture and social class are salient parts of US society. It is a philosophical concept built on the ideals of freedom, justice, equity, and human dignity </li></ul></ul><ul><ul><li>It affirms our need to prepare students for their responsibilities in an interdependent world </li></ul></ul><ul><ul><li>It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society </li></ul></ul>Math & Multiculturalism
    7. 8. Math through the lens of Multiculturalism: <ul><li>An essential tool for understanding and changing the world </li></ul><ul><li>Connect math with students’ cultural and community histories </li></ul><ul><li>Understand their power as active citizens </li></ul><ul><li>Motivated to learn important math </li></ul>Math & Multiculturalism
    8. 9. Also, M & M… <ul><li>Creates multiple opportunities for interdisciplinary units and crossover with other classes that may (or could) be exploring other issues </li></ul>Math & Multiculturalism
    9. 10. Types of Multicultural Math <ul><li>Political, Economic, and Social Justice Issues </li></ul><ul><ul><ul><li>The prison industrial complex – (juvenile justice, racial profiling, police brutality, prison growth) </li></ul></ul></ul><ul><ul><ul><li>Poverty (redlining, minimum wage, sweatshops) </li></ul></ul></ul><ul><ul><ul><li>Resources in developing countries </li></ul></ul></ul><ul><ul><ul><li>Environmental racism & pollution </li></ul></ul></ul><ul><ul><ul><li>Housing and gentrification </li></ul></ul></ul><ul><ul><ul><li>Health issues (lack of health care, asthma, AIDS, diabetes, etc.) </li></ul></ul></ul><ul><ul><ul><li>Lack of funding for education </li></ul></ul></ul><ul><ul><ul><li>War (see p. 121) </li></ul></ul></ul><ul><ul><ul><li>Popular culture (see p. 123) </li></ul></ul></ul>Math & Multiculturalism
    10. 11. Problem-Solving Example <ul><li>A group of youth aged 14, 14, and 16 go to the store. Candy bars are on sale for 43 cents each. They buy a total of 12 candy bars. How much do they spend, not including tax? </li></ul><ul><li>OR… </li></ul>Math & Multiculturalism
    11. 12. <ul><li>Factory workers aged 14, 15 and 16 in Honduras make McKids children’s clothes for Wal-mart. Each worker earns 43 cents an hour and works a 14-hour shift each day . </li></ul><ul><ul><ul><li>How much does each worker make in one day, excluding any fees deducted by employers? </li></ul></ul></ul>Math & Multiculturalism
    12. 13. <ul><li>Financial Education: (see p. 50) </li></ul><ul><ul><li>Teaching young people about the basics of finances and money management by exploring topics such as: </li></ul></ul><ul><ul><ul><li>credit cards, </li></ul></ul></ul><ul><ul><ul><li>bank accounts, </li></ul></ul></ul><ul><ul><ul><li>check cashers, </li></ul></ul></ul><ul><ul><ul><li>getting mortgages, </li></ul></ul></ul><ul><ul><ul><li>filing taxes </li></ul></ul></ul>Math & Multiculturalism
    13. 14. <ul><li>Ethno mathematics </li></ul><ul><ul><li>The study and celebration of mathematical practices that include symbolic systems, </li></ul></ul><ul><ul><li>spatial designs, calculation methods, measurement in time and space </li></ul></ul>Math & Multiculturalism
    14. 15. <ul><li>The Indian Flag </li></ul><ul><li>The Indian flag was designed as a sign of freedom.  It is a horizontal tricolor in equal proportions.  The saffron (top stripe)  stands for courage and sacrifice.  The white stripe represents purity and truth.  The dark green stripe stands for faith and fertility.  In the center of the white stripe is the &quot;chakra&quot; wheel.  It has 24 spokes and represents a spinning wheel which was used in the struggle for independence from Britain.  Patriots pun their own cloth rather than import British textiles.  The ratio of width to length is 2 to 3. </li></ul>Math & Multiculturalism
    15. 16. <ul><li>Your Project: You work in a flag factory.  Your job is to see that all flags are in proportion. </li></ul><ul><ul><li>If a flag measures 6 ft. x 9 ft., what is the area of the flag?  What are the dimensions of each stripe?  </li></ul></ul><ul><ul><li>If the length of the flag is 36 cm, what would the width be?  Using a compass, draw the circle for the wheel. </li></ul></ul><ul><ul><ul><ul><ul><li>1. 54 ft sq; 2 ft x 9 ft; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>4. 2/3 = 24/ 36 cm; radius: 4 cm </li></ul></ul></ul></ul></ul>Math & Multiculturalism
    16. 17. Challenges to Teaching M & M <ul><li>Good politics isn’t the same as good math – the Math must be strong! </li></ul><ul><li>Standardized testing – NCLB & “teaching to the test” </li></ul><ul><li>Mandated Curriculum - Mandated textbooks </li></ul><ul><li>Time – It takes time to write a good curriculum & it is a challenge to teach students to think! </li></ul>Math & Multiculturalism
    17. 18. <ul><ul><ul><li>9.2 Consumer, Family and Life Skills </li></ul></ul></ul><ul><ul><ul><li>8.2 Technology Education </li></ul></ul></ul><ul><ul><ul><ul><li>Nature and Impact of Technology </li></ul></ul></ul></ul><ul><ul><ul><li>6.5 Geography </li></ul></ul></ul><ul><ul><ul><ul><li>Environment & Society </li></ul></ul></ul></ul><ul><ul><ul><li>6.1 Civics </li></ul></ul></ul><ul><ul><ul><ul><li>Civic life, politics, government </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Citizenship </li></ul></ul></ul></ul><ul><ul><ul><li>5.2 Science and Society </li></ul></ul></ul><ul><ul><ul><ul><li>Cultural Contributions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Historical Contributions </li></ul></ul></ul></ul>Math & Multiculturalism <ul><li>Which NJ CCC standards most directly relate to multicultural education? </li></ul>
    18. 19. M & M Ideas for Your Classroom <ul><li>Use recipes from other countries in your unit on fractions, ratio and proportion. </li></ul><ul><li>Begin a collection of pictures of architecture and artifacts from other cultures and use it enrich your lessons on symmetry. </li></ul><ul><li>Use maps from different countries to teach about distance, scale drawings and proportion. </li></ul><ul><li>Use the World Almanac as a resource for percent problems, graphs, and statistical information. </li></ul>Math & Multiculturalism
    19. 20. <ul><li>Use games from different cultures. </li></ul><ul><li>Try to incorporate how other cultures view geometry and use mathematics in their everyday life. </li></ul><ul><li>Include the history of math in your teaching and include mathematicians and scientists that are African American, Hispanic, or Native American. </li></ul><ul><li>Don't forget to include women mathematicians and their contributions to mathematics. </li></ul>Math & Multiculturalism M & M Ideas for Your Classroom
    20. 21. <ul><li>When you teach algorithms such as the division algorithm, let your students know and show them that other cultures have different ways of dividing, different ways for finding the least common denominator, different ways of representing numerals. </li></ul><ul><li>Look for guest speakers from different cultures that can serve as role models in your classroom. </li></ul><ul><li>Continue to encourage everyone to pursue mathematics. It is not a field for the chosen few. Don't perpetuate the myth that you are only good in math if you are born with it. Respect and encourage EVERY child. </li></ul>Math & Multiculturalism M & M Ideas for Your Classroom
    21. 22. Resources   Melting pot math -   Radical Math -   The Algebra Project -       Math & Multiculturalism
    22. 23. <ul><li>Math & Multiculturalism – lesson plans & ideas </li></ul><ul><li> </li></ul>Math & Multiculturalism
    23. 24. Biographies of Women Mathematicians – Math & Multiculturalism
    24. 25. <ul><li>“ I thought math was just a subject they implanted on us just because they felt like it, but now I realize that you could use math to defend your rights and realize the injustices around you...Now I think math is truly necessary and, I have to admit kinda cool. It’s sort of like a pass you could use to try to make the world a better place” </li></ul><ul><ul><ul><li>Freda, 9 th grade, Chicago Public Schools </li></ul></ul></ul>Math & Multiculturalism