Culturally Responsive Teaching and the Mathematics Classroom

What is culturally responsive mathematics for the Algebra I students  in southwest Atlanta?  What do these students need to know to function as active citizens who contribute to the improvement of their community?  These students need mathematics that will enable them to make consumer decisions that will increase buying power and access to healthy foods.  Mathematics word problems and projects using validated data are culturally relevant and mathematically rigorous.  These students need to know how to compare quantities and compare trends that describe their community and other metro Atlanta communities.

As African-American students, they should take responsibility for validating statistics and popular knowledge pertinent to them.  For example, do police use excessive force more often when confronting African-American males than other groups?   Is there a correlation between the availability of fresh fruits and vegetables, walking trails, and work commute and the health problems mentioned above?  What do the numbers say?  How do we analyze the data and draw accurate conclusions?

These questions are culturally relevant and are within the scope of middle and high school mathematics standards.  By introducing these kinds of  ideas for investigation to students, I plan to  encourage exploration and inquiry within their community and daily existence.  The impact on student learning is the development of a culturally responsive citizen with the necessary mathematical skills to improve their community.