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Culturally Relevant and Meeting Academic Standards at the Same Time: Teaching Math to African American Students as a Matter of Social Justice
Abstract
Over the last two decades, American students have been scoring higher on national math assessments. With that said, still problematic is the belief that African American students cannot excel in math do to various issues, including language deficits. Thus, in this chapter, through an on-going study, the authors argue for the utilization of culturally relevant pedagogy (CRP) and its significance in teaching math to African American students.
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