Document Type
Conference Proceeding
Disciplines
Education
Abstract
Because of the increasing diversity in many classrooms as well as the need to make mathematics relevant for all students, it is important for teachers to implement culturally relevant pedagogy, but also challenge students by maintaining the cognitive demand of mathematics tasks. The purpose of this study is to learn best practices for designing and implementing culturally relevant cognitively demanding (CRCD) mathematics tasks and using the CRCD Mathematics Task Rubric (Matthew, L., Jones, S., & Parker, Y.A., 2013) to examine teacher-created tasks. Teachers who chose to participate in the study took a first step in becoming culturally relevant educators.
Recommended Citation
Jones, Shelly, "Mathematics Teachers’ Use of the Culturally Relevant Cognitively Demanding Mathematics Task Framework and Rubric in the Classroom" (2015). NERA Conference Proceedings 2015. 12.
https://digitalcommons.lib.uconn.edu/nera-2015/12