First Advisor

Eva Thanheiser

Date of Award

Fall 12-2024

Document Type

Thesis

Degree Name

Bachelor of Science (B.S.) in Mathematics and University Honors

Department

Mathematics and Statistics

Language

English

Subjects

Mathematics Education, Critical Mathematics, Culturally Responsive, Differentiation

Abstract

Mathematics education urgently needs reform, as traditional approaches fail to meet the diverse needs of today's student populations. Conventional teaching methods, which often focus on rote memorization and procedural understanding, overlook mathematics being a human activity that is inherently interlinked with culture. This paper explores three key approaches to reforming mathematics education: differentiation, culturally responsive mathematics (CRM), and critical mathematics. Grounded in Rochelle Gutiérrez's definition of equity--which emphasizes nurturing students' mathematical identities and agency--this analysis evaluates how each approach addresses four critical goals: ensuring access for all students to complex mathematics, fostering student confidence, promoting collaboration, and making mathematics relevant to students' lives.

Each framework is also examined for its applicability to modern classrooms, highlighting both opportunities and challenges. Differentiation is praised for its ability to foster group work opportunities but critiqued for its potential to perpetuate inequities. Critical Mathematics aims to connect students' lived experiences to mathematics by addressing socio-political issues. However critical mathematics becomes difficult to implement in secondary classrooms where mathematics concepts may be more and more abstract. CRM is the only method to meet all four goals while providing a flexible framework that can be adapted to various classroom contexts. By emphasizing the integration of culture into mathematics education, CRM empowers students to connect mathematical concepts to their lived experiences and communities, making learning more meaningful and equitable.

Ultimately, this paper argues that mathematics education must move beyond traditional methods and embrace culturally responsive practices to create inclusive learning environments for all students.

Rights

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Persistent Identifier

https://archives.pdx.edu/ds/psu/42811

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