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ERIC Number: EJ1269598
Record Type: Journal
Publication Date: 2020-Sep
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: N/A
Culture in Early Childhood Mathematics
Djonko-Moore, Cara
Mathematics Teacher: Learning and Teaching PK-12, v113 n9 p702-707 Sep 2020
Early childhood teachers often wonder if they are doing everything they can to make sure that their students are prospering in their classrooms. Because children and families bring their culture with them to school, teachers must recognize the importance of including these cultural aspects of their students and must have clear strategies that respectfully and meaningfully include student culture in the classroom. Although culture is distinctly different from race, culture and race together should be addressed in early childhood classrooms because they are both important parts of a person's identity. Moreover, connecting mathematics with children's culture, family, and home can help children connect mathematics to the outside world and their everyday lives (Bartell et al. 2017). The purpose of this article is to help teachers more fully understand culturally responsive teaching (CRT) and provide ways to connect this practice to funds of knowledge within mathematics.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A