Robert Q. Berry

The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice

Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. Throughout this conceptual article, we (a) explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) offer to the field of teacher education recommendations related to the successful use of CRP and SJP within todays classrooms.

Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States

There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990’s to what is described today as the ‘Math Wars.’ The underlying narrative focuses on America’s national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment but little debates on understanding the realities of children’s lives. Through a hybrid historical-critical race theory (CRT) lens informed largely by the work of Derrick Bell, this article makes the case that Black children have not benefited from reform agendas in mathematics which are often situated in the larger political and social space. Moreover, the CRT analysis coupled with the historical critical methods of this article attempt to unveil the underpinning of the ‘mathematics for all’ message, often touted in policy documents, as having done little to understand that influence of mathematics teaching and learning for Black children. The article also draws from Bell’s work to offer counter-narratives through examples of the brilliance of the Black children who are thriving with mathematics, even within a context that tends to ignore them. The article concludes with implications for considering and addressing what we name the ‘opportunity to learn mathematics gap.’

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers and their 1,533 students. A multigroup path analysis accounting for fidelity of implementation revealed no direct or indirect effects linking MKT to student achievement in the RC or control condition. The same analysis revealed different findings for the RC versus control teachers. In the RC group only: (a) Teachers trained in RC who used more RC practices showed higher use of standards-based mathematics teaching practices, and (b) higher use of standards-based mathematics teaching practices related to greater improvements in math achievement. No comparable findings were evident in the control condition. Results demonstrate the importance of building social and emotional capacity in teachers by helping create a supportive classroom that helps teachers provide stronger mathematics teaching practices that lead to improved student learning.

Teaching Engineering Design with Digital Fabrication: Imagining, Creating, and Refining Ideas

Digital fabrication uses next-generation computer-controlled manufacturing systems to translate electronic designs into 2D and 3D physical objects. Advances in technology are making educational applications and classroom use of digital fabrication increasingly feasible. The combination of digital fabrication with engineering design integrates mathematics, science, and engineering concepts into a highly motivating context. Students can use digital fabricators to quickly prototype ideas and create sophisticated designs that satisfy mathematics- and science-based criteria and constraints, encouraging students to imagine, invent, collaborate, and construct solutions to complex and authentic problems.

Modification of the american burn association injury severity grading system

This study evaluated the regional burn health care system of the Commonwealth of Virginia using the criteria for optimal care of the burn patient designated by the American Burn Association. The data base for this evaluation was hospital records of seven hospitals in Virginia. The major shortcoming of the designated criteria was the grading system for the severity of burn injury. Using the criteria designated by the American Burn Association, a large number of minor burn injuries were judged erroneously to be major burn injuries. A modification of the American Burn Associations injury severity grading system is proposed which more precisely identifies the minor burn injury.

Investigating Estimation: Influences of Time and Confidence of Urban Middle School Students

This study sought to determine the estimation processes used by 10 urban middle school students for solving computational estimation problems, and if there was a difference in the estimation processes utilized for straight computation and application problems. An adapted model of the Accessing Computational Estimation Test (ACE) was used to determine the estimation strategies employed by the subjects within timed and un-timed settings. Qualitative methods were used to analyze the data. The timed ACE tests were administered using an interview format and included computation and application problems. The findings indicated that there were no differences in estimation processes for straight computation and application problems; however, students performed better on timed tests for application problems.

Donovan's computational strategies using the estimation calculator

A task-based interview is conducted with a fifth grader who is using an iPad application--a modified calculator that gives users visual feedback on their estimates for computational problems.

Secondary Earth/Environmental Science Teachers' Aversion to Videotaped Self-Study

This descriptive paper recounts the use of action research in the context of an NSF-funded, three-year professional development program for earth/environmental science teachers entitled Earth-View (ESI-9911850). We describe the implementation of action research during the program and the ways in which the participants responded. Participants typically focused their research efforts on student learning and attitudes. No participants, however, elected to examine their own behaviors, although a few studied teaching choices and their effects on learning or attitudes. Various reasons were provided for their research choices including a strong aversion to the use of video recording, which is disturbing as it serves as one of the most powerful tools educational researchers have available to examine teacher behaviors. We conclude by offering suggestions for program leaders regarding ways to encourage earth/environmental science professional development participants to study their own practice using video recordings.