DOCUMENT RESUME ED 425 909 SE 061 368 AUTHOR Harris, Julia L., Ed. TITLE Multicultural Approaches in Math and Science. INSTITUTION Eisenhower National Clearinghouse for Mathematics and Science Education, Columbus, OH. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ENC-98-004 PUB DATE 1998-00-00 NOTE 49p. RJ9707001 CONTRACT AVAILABLE FROM Eisenhower National Clearinghouse, 1929 Kenny Road, Columbus, OH 43210-1079. PUB TYPE Collected Works Reference Materials - Serials (022) Directories/Catalogs (132) JOURNAL CIT ENC Focus; v5 n1 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Resources; Elementary Secondary Education; Mathematics Curriculum; *Mathematics Materials; *Multicultural Education; Science Curriculum; Science Education; *Science Materials ABSTRACT The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services that enable them to quickly locate educational resources. This document is one in a series of print catalogs designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms. Each issue of ENC Focus presents a selection of the Clearinghouse collection focused on a topic of particular interest to math and science teachers. This issue provides information about multicultural approaches in mathematics and science education. A one-page description of each resource includes an abstract of the contents, subjects addressed, grade level, publication date, ordering information including price, authors, and related resources. (ASK) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Volume 5, Issue 1, 1998 SE- For Mathematics an Multicultural Approaches in_Math_and Science U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONAL RESOURCES INFORMATION CENTER (ERIC) T s document has been reproduced as received from the person or organization originating it 4 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ae_EST COP If MAKABLE Using ENC to learn more about multicultural approaches in math and science The Eisenhower National Clearinghouse for Mathematics and Science Education was established to help K-12 teachers locate useful teaching materials. The Clearinghouse collects all types of materials at the National Repository in Columbus, Ohio, at The Ohio State University. ENC makes information available about all of these resources in several ways. For example, this print catalog is one of a series that highlights specific topics and resources in math and science. All of ENC's resources in combination will provide comprehensive information for teachers on a variety of topics, including multiculttiral approaches. ENC Online ENC Online has links to exemplary science and math Internet sites through the Digital Dozen, selected monthly, classroom links, and other educational resources. Some Internet sites are available with information about using multicultural approach- es in the classroom. You can find them in two ways: search Resource Finder, or browse through the links on ENC Online. If you have time to browse, you will find all kinds of things you might be able to use in your classroom. ENC Online also links to many of the resources acquired or developed for ENC's CD-ROMs. ENC CD-ROMs ENC's CD-ROMs have a variety of previously published documents in electronic format about curriculum issues in math and science education, as well as resources developed by ENC to meet educators' needs. These documents cover curriculum standards and implementation, and include the complete 1989 NCTM Curriculum and Evaluation Standards for School Mathematics. T1MSS (Third International Math and Science Study) and Equity are the topics of the two newest ENC CDs, which are available free to schools. ENC Demonstration Sites Located throughout the country, these 12 sites can be found at, or work in conjunction with, the 10 Eisenhower Regional Consortia (see inside back cover), at the Capital Collection & Demonstration Site at The George Washington University in Washington, DC, and at ENC. Teachers and other educators can visit or contact the Site in their area for a complete demonstration of ENC's services as well as assistance in locating educational materials and using new technologies. Teacher contributions to ENC To create a better service, ENC needs the help of the Nation's educators. ENC Online's Professional Development Exchange offers one place where educators can both submit and search for professional development events and opportuni- ties, such as workshops, conferences, or grant monies. However, this tool will only be useful if educators use and contribute to it. For more information, visit ENC Online at http://www.enc.org. The Eisenhower National Clearinghouse for Mathematics and Science Education is funded by the U.S. Department of Education, Office of Educational Research and Improvement. Office of Educational U. S. Department Office of Reform Assistance Research and Improvement of Education and Dissemination Richard W Riley Sharon P Robinson Peirce Hammond Secretary Assistant Secretary Director A' = -1 y+ t,l(AV++Ete' `A" -icu du 1 ... How to Connect to ENC Online In this issue Introduction 2 To connect to ENC Online via the Internet, visit ENC's 3 Table of Contents You can World Wide Web site (http://www.enc.org/). Professional Development Section 1: also telnet to enc.org; via modem dial (800) 362-4448 or In the Classroom with ... Carolyn Goohs 8 (614) 292-9040. Set your communication software to Educator Curriculum Resources Section II: 10 VT100 terminal emulation, no parity, 8 data bits, I stop In the Classroom with ... Petra Martinez 34 bit, and full duplex. Once connected, press <RETURN> Section III: Articles and Related Resources 35 to bring up a screen and type c to connect. All the In the Classroom with ... Alice Lopez 37 information you need to use ENC is on the screen. 38 Section IV: Videos and Children's Books ENC Reference Services In the Classroom with ... Clara Southerland 41 People with questions related to K-12 math or science About ENG Focus education can call the ENC Resource Center's reference staff. Services include assistance with locating teaching This project has been funded at least in part with Federal materials, conducting research, and making effective use of funds for the U.S. Department of Education under contract ENC Online and the Resource Finder, ENC's catalog of number RJ9707001. The contents of this publication do not curriculum resources. Call the Reference Desk at (800) necessarily reflect the views or policies of the U.S. 621-5785 or dial (614) 292-9734. Questions can also be Department of Education nor does the mention of trade name, sent via e-mail to [email protected]. commercial products, or organizations imply endorsement by the U.S. Government. ,New ENC CD-ROM ,ENC Focus Staff ENC, working with the Equity Task Force of the National Network of Eisenhower Regional Consortia and Clearing- Julia L. Harris Editor: house (NNERCC) has produced a CD-ROM, Making Schools Contributing Editors: Terese A. Herrera Work for Every Child. This disc serves as a resource for edu- Kimberly S. Roempler cators who are concerned about creating equitable conditions in which every child can succeed at school. It provides a col- Acquisitions: Denis Baker, Kelvin Trefz lection of math and science equity materials to help teachers Marla Mayerson, Zil Lilas Graphics: and administrators acknowledge children's diverse strengths, identify inequities, and improve the ways in which we cur- Address comments to: rently serve students with varied needs. ENC Focus Editor Eisenhower National Clearinghouse Among the resources included on the disc are those aimed at 1929 Kenny Road strengthening skills in serving students with diverse needs; Columbus, OH 43210-1079 gaining insights into our cultural frameworks; examining Telephone: (614) 292-7784 / Toll-free: (800) 621-5785 school structures and mechanisms that promote or inhibit the Fax: (614) 292-2066 participation of members from diverse communities; examin- E-mail: [email protected] ing building, district, State, and Federal policies; strengthen- ing preservice programs' preparation of teachers, guidance For help with ENC's online services, call the technical help desk at counselors, and administrators; forming local learning com- (614) 292-9590 or send e-mail to [email protected]. munities to determine how best to serve students with diverse needs; and examining classroom mathematics and science To request any issue of the Focus series, contact ENC at the address assessment practices. above, or e-mail [email protected]. While some issues are out of print, all are available online or on CD-ROM. The Making Schools Work for Every Child CD-ROM is avail- able free to educators through the Eisenhower Regional Past titles include Integrating Math and Science, New Approaches to Consortium in your region. Refer to the inside back cover of Assessment in Science and Mathematics, Calculator-Active Materials, CD-ROMs and Laserdiscs for Science, Professional this publication for contact information about the Consortium Development for Math and Science, and Using Children's Literature serving your state or territory. in Math and Science. ENC Focus, Volume 5, Issue I I 4 Antroductibpi America's classrooms are becoming increasingly culturally diverse In Section I, Claudia Zaslavsky, author of Africa Counts: Number as the century draws to a close, and educators are turning to new and Pattern in African Culture and The Multicultural Math approaches and resources to better address the varied backgrounds Classroom, offers her insight into how a multicultural approach and educational needs of their students. These multicultural affects students and enriches curriculum. Section II contains infor- approaches span disciplines and grade levels and draw from all cul- mation about some of the many curriculum resources available to tures of the world, enabling students to recognize the important con- help educators learn about and implement a multicultural approach tributions made by people from cultures both different from and in their own classrooms. This section includes descriptions of relat- similar to their own. By bringing a multicultural awareness into the ed World Wide Web sites. teaching of mathematics and science, educators can create a learning environment in which students feel their heritage is recognized in In Section III, we have provided information on a variety of articles the classroom. Such an approach can help students perceive their and papers that address multiculturalism in math and science, dis- own connection to science and mathematics, become more confi- cussing topics from dealing with bilingualism to creating a multicul- dent in their own abilities to do math and science, and develop a tural learning environment. Section IV describes some of the many greater understanding of other cultures. videos and children's literature books available for use in direct classroom instruction. This issue of ENC Focus brings together a selection of multicultural materials and perspectives. To a greater extent than any previous The resources featured in this issue were selected from the existing edition, this issue also incorporates contributions from educators, collection at ENC. Many new multicultural materials are being who share their insights and discuss strategies. We have inter- developed and we continue to add resources to our repository, so be viewed four educators from different parts of the country, in both sure to search our online catalog, Resource Finder, for other multi- rural and urban settings, to gather their perspectives on the value of cultural resources not highlighted in this issue. Please let us know a multicultural approach in math and science, and on how they are of other materials that you would recommend via e-mail at sub- implementing it in their own classrooms. In selecting materials that [email protected]. We will do everything possible to include them in our support multicultural classroom approaches, we have included collection. ENC is committed to the continuing professional devel- resources that connect mathematics and science to their historical opment of teachers and to helping their ongoing efforts to examine roots in various culturessome as background information (such as and improve their practice. Africa Counts and Science for All Cultures) and others as sources of classroom activities (Multicultural Science and Math Connections). Searching ENC's Collection of Curriculum Resources You can get to Resource Finder, ENC's online database of educational Classrooms: The Gift of Diversity (ENC-011153). The Enhanced Search, materials, from ENC's home page (http://www.enc.org/). Three search which uses frames, features pop-up vocabulary lists. engines are available for use: Simple Search, No Frames Enhanced, and Enhanced Search. You can also search by ENC number, a designation we assign to each resource to indicate where it is shelved in our repository. This number The Simple Search allows you to search using words, as well as grade level can be found in the upper left of the catalog record on your computer, or and cost. A sample Simple Search could include Multicultural AND at the end of the abstract in Focus. You can search for specific records in Animals as Search Words, Grade 3, and any cost. The return list includes Resource Finder by typing in the ENC number in the Search Words resources with both "multicultural" and "animals" in the catalog records. blank. For example, typing in ENC-009981 brings up the record for Native American Students: Including Indians (1989), published by The No Frames Enhanced search allows you to better limit and define your Annenberg (see page 16). When contacting ENC about a particular search. In addition to word search, grade level, and cost, limiters such as resource, be sure to refer to the ENC number. Resource Type, Subject, and Standards are available. Lists of ENC's con- trolled vocabulary are provided. For instance, Resource Type includes For each item in a return list, an icon lets you know what kind of resource words such as Children's Literature, Professional Guides, and World Wide it is (for example, videotape, kit, or Web site). Each resource is followed Web (WWW) resource. A sample search using No Frames Enhanced could by descriptive text that contains its title, grade range, cost range, and the have Multicultural Instruction, Cultural Awareness (if you use more than beginning of the abstract. Clicking on the title brings up the entire one subject, the terms need to be separated by a comma) as Subject; 3 as record, including the complete abstract, the table of contents, and any Grade; and Professional Guides as Resource Type. One of the resources in evaluations. Availability information is provided so that you can contact the return list is Multicultural and Gender Equity in Mathematics the vendor or publisher for more information or to purchase the item. 2 Eisenhower National Clearinghouse 5 Items Featured in This Issue Pricing and ordering information were verified in January, 1998 and are subject to change. Development Professional SECTION I Page 5 Bringing the World into the Math Classroom by Claudia Zaslavsky ... Carolyn Goohs In the Classroom with 8 Educator Curriculum Resources SECTION II Resources a Prii3O. $75.00 K 10 Mathematics from Many Cultures 9-12 $24.95 Agnesi to Zeno 11 3-8 $21.95 12 Scientist Within You KI2 $328.00 13 Multicultural Education K-12 $22.00 Multicultural and Gender Equity in the Mathematics Classroom 13 9-12 $8.95 14 Exploring Sustainable Communities $19.95 1-4 I 5 Teaching Physical Science Through Children's Literature $12.95 3,4 15 Afterwards: Folk and Fairy Tales K-12 $49.95 16 Native American Students: Including Indians KI 2 $15.00 16 Reaching All Students with Mathematics 5-12 $15.00 17 Linking Your Y with the World K-6 $19.50 17 Cultivating a Child's Imagination Through Gardening K-3 $39.00 18 Science Timelines $16.50 K-1 2 19 Science for All Cultures K-12 $22.00 20 Who's Endangered on Noah's Ark? $23.50 20 K-1 2 Of Bugs and Beasts K-6 $34.00 21 Waterdrum Science 6-9 $14.95 22 Children of the River 9-12 $25.95 23 Learning Activities from the History of Mathematics $14.95 24 1-12 Africa Counts K-8 $16.00 25 The Dreamkeepers K-6 $22.95 26 Keepers of the Earth K-12 $19.95 26 Keepers of the Animals K-9 $22.95 27 Keepers of Life K-6 $14.95 27 Keepers of the Night KI2 Free 28 Celebrating Our Nation's Diversity $23.50 BEST COPY AVAILABLE 1-8 29 The Multicultural Math Classroom * Please see record for details. ENC Focus, Volume 5, Issue 1 3 i 1 Grades Nerg 0 Creating Culturally Responsive Classrooms K-1 2 $17.95 30 Strategy Games of the World K-12 $39.95 30 Multiculturalism in Mathematics, Science, and Technology 8-11 $24.00 31 Math Around the World 4-8 $25.50 3 I Multicultural Mathematics 5-9 $21.95 32 i I World Wide Web Sites Mg t 4, Uba 1 _ Arctic National Wildlife Amazon Adventure 33 NITI 33 ' 33 t Mancala Varieties of Multicultural Education 33 Multicultural Pavilion 33 33 ... t . In the Classroom with Petra Martinez .:34 - PE(32° t). Artides and elated ECrIONHPfl esources An Indian Father's Plea 35 World Cultures in the Mathematics Class 36 Charting New Maps 35 Issues in Cross-Cultural Assessment 36 Teaching Science to English Learners 35 People Who Live in Round Houses 36 35 Schools Where Speaking Spanish is an Asset More than Beads, Buckskins, and Bolo Ties '36 Nias vvno 3 peak 3 panisn .,-, Asian American t...niiaren .1e) Working with Native American Children 35 Multicultural Education Development 36 Creating a Multicultural Learning Environment 35 1,36 ... The Education of Linguistically and Culturally Diverse , in the Classroom ... with Alice Lopez ,37, SECTION IV Mulltriadturall Vilde*s 07nd Chilldreues Lllterat re Videos 46ffig G)Er Pa{33 The Sun Dagger 38 Spirits of the Yellow Leaf People 38 \ River Spirits 38 Kings of the Jungle 38 Tram Chim 38 \ Blowpipes and Bulldozers 38 --, Haida Gwaii 38 Still Life for the Woodpecker? 38 1 I Books Mg Pfr&Efg Amazon Diary The Boy Who Dreamed of an Acorn i 39 39 Hispanic Scientists 140 The Story of Money , 1 Tree of Life 39 39 Fun with 9umbers 40 In the Heart of the Village 39 Native American Scientists ... 39 Thirteen Moons on Turtle 40 Why the Sky Is Far Away ... The Village of Round and Square 39 40 Eco-Women I 40 r Sierra Club Book of Weather 40 .. 39 Native American Stories The Dancing Fox 40 , ... in the Classroom with Clara Southerland _, , r.:_, 4 Eisenhower National Clearinghouse lomi Professional Deve TTh 7 Bringing the learning, giving them a broad view of the scope of mathematics and its place in the development of soci- eties. Students should realize that real people in all World into parts of the world and in all eras of history developed mathematical ideas because they needed to solve the vital problems of their daily existence. This under- the Math standing is equally applicable to the lives of students in our own society and our own times. Classroom A Multicultural Math Curriculum by Claudia Zaslavsky What do we mean by multicultural education? The "cultures" in the term "multicultural" may refer to Who Does Mathematics? women and men, to ethnic/racial groups, to geographic regions, to people in specific occupations or age groups. Throughout the ages, people all over the world have Local communities also have their own cultures, as well engaged in mathematical activities to the extent of their as their own issues in which students can become needs and interests. They all count objects, measure involved. various quantities, and invent calendars and other ways to describe the passage of time; they design works of The mathematics curriculum must be meaningful to all art, plan buildings, and play games that involve mathe- students and must prepare them for the world as it is matical concepts. Furthermore, they invent terminology today, as well as for the world of the future. The most that enables them to discuss these activities. But each important and most valid mathematics curriculum is society, each group, solves these problems in its own one that resonates to the students' own lives and experi- way. Very often, new ideas are borrowed from other ences. cultures, just as the numerals with which we calculate so efficiently originated in India and entered Europe Several considerations govern the design of a multicul- through Arabic-speaking Asians and North Africans. tural mathematics curriculum and its implementation in the classroom: Much of the foundation for the math that our children learn in elementary and middle school was laid in Teachers must believe that all students can learn. Africa and Asia. More than five thousand years ago, They should be willing to explore such aspects as the Egyptians were using a system of written numerals learning styles, appropriate materials, and assessment based on grouping by tens, just as we do today. The procedures that are relevant to the content of the cur- right triangle relationship, known by the name of the riculum. Greek philosopher Pythagoras, was understood by the scholars of Mesopotamia for more than a millennium before Pythagoras was born. That clever calculating Claudia Zaslavsky has taught mathematics at several levels, from mid- device called an abacus is still in use in China, Japan, In 1973, her research dle grades to graduate courses for teachers. into the development of mathematical ideas led to the publication of Korea, and Russia. her book Africa Counts: Number and Pattern in African Culture (see page 24). Several articles on multicultural education, talks at con- Yet my experience tells me that for most young stu- ferences, and books of activities followed. Through her work, Zaslavsky dents, math is not concerned with people at all, but has celebrated the mathematical genius not only of the African but rather springs full-blown from the textbook or the also of the Asian and Native American cultures, among others. Her most recent book is The Multicultural Math Classroom: Bringing teacher's head. By bringing multicultural perspectives in the World (see page 29). into the math curriculum, teachers can enrich students' ENC Focus, Volume 5, Issue I 5 Bringing the World into the Math Classroom The mathematics curriculum must engage students and "primitive practices." These applications must form an challenge them to develop their critical thinking skills. integral part of the mathematics curriculum. They must "Mathematics as reasoning" is one of the main stan- inspire students to think critically about the reasons for dards in the mathematics reform movement. Dressing these practices, to dig deeply into the lives and environ- up a routine type of exercise by placing it in an unreal ment of the people involved. It is easy to trivialize the story context does not engage many students, regard- concept of multicultural education by throwing in a few less of the ethnic and cultural content. examples as holidays approach. Better not to do it at all! The curriculum should promote the sharing of cultural knowledge and encourage respect among the students The multicultural context is relevant to many aspects of for one another, as well as for the members of the the mathematics curriculum. A discussion of the num- community and peoples of the world. ber words and numeration systems of nonEnglish- speaking peoples may do wonders in raising the e A multicultural curriculum should empower all stu- self-esteem of students who speak these languages, as dents by developing their leadership qualities, promot- well as enhancing the understanding of all students. It ing creativity, and building confidence in their ability may come as a surprise that in some languages group- to apply mathematical concepts to the problems they ing is by twenties rather than by tens, as it is in English. encounter. Games of chance and games of skill, and patterns in art and architecture, are all sources of learning experiences. Mathematics comes alive when students participate in Some of the richest contributions may come from stu- activities that illustrate how mathematical decisions dents and their families. arose from the basic needs of societies. For example, why do people build their Is This Another "Add-On?" homes in certain shapes and sizes and use particular materi- Multicultural math education does not als? An investigation into , imply an "add-on." Rather, it means a styles of building in various different way of involving students in cultures provides valuable mathematical activities and mathematical experiences with shapes and thinking. sizes, perimeter and area, esti- mation and approximation, The reform movement in mathematics edu- while at the same time it shows cation is a reaction to the sad fact that the relevance of mathematics to much of the traditional mathematics cur- social studies, art, and other riculum had little relevance to the lives of subjects. Students might con- students or to other aspects of school life. sider a tipi, an African Mathematics was not connected to any- mud-and-wattle round house, thing. Many students were unable to apply or an Inuit igloo to be "primi- the math they learned in school to solve tive" dwellings compared with everyday problems. an urban apartment house or suburban ranch house. Yet the Multicultural mathematics education people who build these homes involves meaningful math activities inte- Cliff palace at Mesa Verde, Colorado are using their available materi- grated with other subjects, joint planning als and technology to the best advantage. with teachers of those subjects, use of appropriate liter- ature, performance-based assessment, attention to stu- Teachers must be careful that they do not introduce cul- dents' learning styles, and work with families and the tural applications as examples of "quaint customs" community. or 6 Eisenhower National Clearinghouse Bringing the World into the Giath Classroom what is expected of them. Teachers must patiently The achievement of a genuine multicultural education uproot the students' view of mathematics as rote memo- would require a revision of the whole curriculum, all rization, one right procedure, one right answer, and the subject areas, to embrace those groupswomen, work- teacher as the final authority. Happily, as students take ing people, ethnic/racial groupswhose contributions on more responsibility, the teacher's task becomes easier. and place in history have been distorted, marginalized, or ignored completely. I include the issues and prob- Teachers, too, may have to change their attitudes and lems that the students and their communities face today. beliefs about who can learn mathematics. Unsubstanti- ated claims that girls don't have the "gene" for math, Change takes time, and all the elements of change must that African Americans are not capable of higher-order work together. Teachers who are responsible for all or learning, that low-income students are not interested in most of the subject areas are indeed fortunate. They schoolor, on the other hand, that Asians are natural can weave the study of mathematics into the context of math geniuseshave claimed the attention of the media life in colonial America by having their students make and the public. Teachers are members of our society, quilts and, incidentally, learn that the art of quiltmaking and some allow these attitudes to color their relations was one of the few means of expression for women in with their students. that society. Similarly, the history of calendars fits right in with the study of the solar system and can lead to a Teachers must be sensitive to their students' feelings. discussion of the almanacs of Benjamin Banneker, the Students who feel that they are not respected by their eighteenth century self-taught African American scien- teachers may believe that their only alternative is to tist and mathematician. The opportunities for inter- "not-learn." Of course, another reason that students weaving the various disciplines are endless. Increas- refuse to learn is that the curriculum is irrelevant and ingly, middle and secondary mathematics teachers also they don't see that schooling will lead to anything find that their teaching benefits from collaborative les- worthwhile in their lives. Offering these students the son planning with teachers of other disciplines. opportunity to contribute to the content of the curricu- lum may be just what is needed to turn them on to Students and Multicultural Math Education math! People look for affirmation of their cultural heritage. Each individual wants to know, Where do I fit in? In This article includes excerpts from Claudia Zaslavsky's book: each class and with each group, the teacher can tailor The Multicultural Math Classroom: Bringing in the World the curriculum to emphasize those aspects that are of (Heinemann, a division of Greenwood Publishing Group, the greatest interest to that specific community. Portsmouth, NH, 1996). Reprinted by permission of the Students can take pride in the contributions of their author people, and at the same time learn to appreciate what others have accomplished. Problems may arise as teachers try to implement both the new mathematics content and multicultural perspec- It may take a while for students who are accus- tives. tomed to the old drill-and-test curriculum to understand BEST COPY AVAILABLE 10 ENC Focus, Volume 5, Issue 1 7