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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

Culturally Relevant and Meeting Academic Standards at the Same Time: Teaching Math to African American Students as a Matter of Social Justice
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Author(s): Ronald W. Whitaker II (Cabrini University, USA), Angela N. Campbell (Carnegie Mellon University, USA), Zakia Y. Gates (Cabrini University, USA) and Lateefah Ellison-Metcalfe (Cabrini University, USA)
Copyright: 2020
Pages: 12
Source title: Social Justice and Putting Theory Into Practice in Schools and Communities
Source Author(s)/Editor(s): Susan Trostle Brand (University of Rhode Island, USA) and Lori E. Ciccomascolo (University of Rhode Island, USA)
DOI: 10.4018/978-1-5225-9434-5.ch002

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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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