Moses and his colleagues are making higher order math

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Moses and his colleagues are making higher-order math knowledge accessible to African American middle school students by teaching this material through the students' own cultural orientations and experiences. To teach algebra, they emphasize the experiences and familiar environments of urban and rural low- income students, many of whom are at high risk for academic failure. A key feature of their approach is making students conscious of how algebraic principles and formulas operate in their daily lives and getting students to understand how to explain these connections in nonalgebraic language before converting this knowledge into the technical notations and calculations of algebra. Students
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Embracing Diversity: Effective Teaching > Module 1> Reading: The Importance of Multicultural Education ___________________________________________________________________________________________ previously considered by some teachers as incapable of learning algebra are performing at high levels better, in fact, than many of their advantaged peers. Evidence increasingly indicates that multicultural education makes schooling more relevant and effective for Latino American, Native American, Asian American, and Native Hawaiian students as well (see McCarty, 2002; Moll, Amanti, Neff, & Gonzalez, 1992; Park, Goodwin, & Lee, 2001; Tharp & Gallimore, 1988). Students perform more successfully on all levels when there is greater congruence between their cultural backgrounds and such school experiences as task interest, effort, academic achievement, and feelings of personal efficacy or social accountability. As the challenge to better educate underachieving students intensifies and diversity among student populations expands, the need for multicultural education grows exponentially. Multicultural education may be the solution to problems that currently appear insolvable: closing the achievement gap; genuinely not leaving any children behind academically; revitalizing faith and trust in the promises of democracy, equality, and justice; building education systems that reflect the diverse cultural, ethnic, racial, and social contributions that forge society; and providing better opportunities for all students. Multicultural education is crucial. Classroom teachers and educators must answer its clarion call to provide students from all ethnic groups with the education they deserve. References Banks, J. A. (1994). Multiethnic education: Theory and practice (3rd ed.). Boston: Allyn and Bacon. Banks, J. A., & Banks, C. A. M. (Eds.). (2001). Multicultural education: Issues and perspectives (4th ed.). Boston: Allyn and Bacon. Banks, J. A., & Banks, C. A. M. (Eds.). (2002). Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass. Barber, B. R. (1992). An aristocracy of everyone: The politics of education and the future of America . New York: Oxford University Press. Bennett, C. I. (2003). Comprehensive multicultural education: Theory and practice .
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