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Culturally Responsive Mathematics Education


reviewed by Kathleen Nolan — November 02, 2009

coverTitle: Culturally Responsive Mathematics Education
Author(s): Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell, and Sharon Nelson-Barber (eds.)
Publisher: Routledge, New York
ISBN: 0805862641, Pages: 400, Year: 2009
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As I pondered the title of this admirable collection of essays, I could not help but ask the pertinent question at hand: What, exactly, is meant by (a) culturally responsive mathematics education? Decidedly, this is precisely the question addressed by each of the chapter authors, albeit in ways that are embedded in stories of identity, cultural artifacts, curriculum development, social justice, computer design, semiotics, the environment, and the historical, anthropological, and highly politicized perspectives on mathematics as socially and culturally constructed. I quickly discerned that such a diverse collection of perspectives focused on the topic of diversity does not readily lend itself to a cursory review process— striving to encapsulate the flavor of a rich text such as this in 1500 words or less is akin, I suppose, to striving to encapsulate what it means to be culturally responsive in mathematics education in 370 pages or less!   As I read... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: November 02, 2009
http://www.tcrecord.org ID Number: 15818, Date Accessed: 5/20/2013 1:20:51 AM

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About the Author
  • Kathleen Nolan
    University of Regina
    E-mail Author
    KATHLEEN NOLAN is Associate Professor of Mathematics Education at the University of Regina.
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