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Cultivar competencias e identidades matemáticas a través de actividades inspiradas en la cultura y la comunidad

  • Autores: Jessica V. Forrester, Lesa M. Covington Clarkson
  • Localización: Prometeica, ISSN-e 1852-9488, Nº. 27, 2023, págs. 761-771
  • Idioma: español
  • DOI: 10.34024/prometeica.2023.27.15375
  • Títulos paralelos:
    • Cultivando proficiências e identidades matemáticas por meio de atividades inspiradas na cultura e na comunidade
    • Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities
  • Enlaces
  • Resumen
    • español

      El uso de la enseñanza culturalmente consciente promueve la instrucción que valora el conocimiento cultural y las experiencias de estudiantes étnicamente diversos. Este estudio cualitativo se centra en la enseñanza culturalmente sensible (Gay, 2002) y la riqueza cultural de la comunidad (Yosso, 2005) para contextualizar el aprendizaje de las matemáticas para un programa de tutoría extracurricular en el norte de Minneapolis, Prepare2Npsire. El objetivo de esta investigación fue utilizar un enfoque de investigación de acción participativa basada en la comunidad para: 1) explorar la riqueza cultural del norte de Minneapolis, 2) crear actividades matemáticas culturalmente receptivas para Prepare2Nspire. Se desarrollaron dos actividades para centrar los activos comunitarios y el empoderamiento de los jóvenes. El objetivo de estas actividades era fortalecer la comunidad, el currículo y las aulas conectando intencionalmente las identidades multidimensionales de los estudiantes con el aprendizaje matemático. Especialmente, el marco de alfabetización cultural e históricamente receptivo de Muhammad (2020) se adaptó utilizando una lente matemática para: 1) Crear tareas que desarrollen competencias matemáticas y 2) Crear tareas que cultiven identidades matemáticas. El énfasis en las prácticas participativas, basadas en la comunidad y orientadas a la acción en este estudio alentó la interrupción de las suposiciones basadas en el déficit de las comunidades y al mismo tiempo creó oportunidades de aprendizaje llenas de alegría para los asistentes de Prepare2Nspire.

    • English

      Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities.   The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees.

    • português

      Utilizar o ensino culturalmente consciente promove a instrução que valoriza o conhecimento cultural e as experiências de estudantes etnicamente diversos. Este estudo qualitativo centra o ensino culturalmente responsivo (Gay, 2002) e a riqueza cultural da comunidade (Yosso, 2005) para contextualizar a aprendizagem da matemática para um programa de tutoria extracurricular em North Minneapolis, Prepare2Npsire. O objetivo desta pesquisa foi usar uma abordagem de pesquisa-ação participativa baseada na comunidade para: 1) explorar a riqueza cultural de North Minneapolis, 2) criar atividades matemáticas culturalmente responsivas para o Prepare2Nspire. Duas atividades foram desenvolvidas para centralizar os bens da comunidade e o empoderamento juvenil. O objetivo dessas atividades era fortalecer a comunidade, o currículo e as salas de aula, conectando intencionalmente as identidades multidimensionais dos alunos com o aprendizado matemático. Especialmente, a estrutura de alfabetização cultural e historicamente responsiva de Muhammad (2020) foi adaptada usando uma lente matemática para: 1) Criar tarefas que desenvolvam proficiências matemáticas e 2) Criar tarefas que cultivem identidades matemáticas. A ênfase nas práticas participativas, baseadas na comunidade e orientadas para a ação neste estudo encorajou a ruptura das suposições baseadas no déficit das comunidades, ao mesmo tempo em que criou oportunidades de aprendizado cheias de alegria para os participantes do Prepare2Nspire.

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