Table Of ContentMATHEMATICS AND MULTI-ETHNIC
STUDENTS
Mathematics and Multi-Ethnic Students provides detailed profi les of teachers across the nation who have
implemented effective mathematics instruction for diverse student populations. In this revised edition,
Yvelyne Germain-McCarthy expands upon the popular case studies and adds two new chapters to
highlight the latest educational research and practices that are refl ected in the case studies. A third new
chapter introduces the concept of t he Life-Long Learning Laboratory where courageous questions on
issues such as the impact of race on student learning are discussed.
Featuring useful framing tools including the Discussion with Colleagues and Commentary
sections, M athematics and Multi-Ethnic Students translates concrete instances of access and equity
into generalized problem-solving methods for promoting ethnic diversity across grade levels.
An important resource for pre-service and in-service educators, researchers, administrators, and
policy makers, this volume highlights the work of teachers who have gone beyond mere aware-
ness of reform recommendations in mathematics instruction. By uniting the goals of multicultural
education with those of the mathematics curriculum, educators will learn to conceptualize and
implement best practices for effective, equitable teaching and learning of mathematics for their
students.
Yvelyne Germain-McCarthy is Professor Emerita of mathematics education at the University
of New Orleans, where she has directed and taught the elementary and secondary mathematics
methods courses for graduate and undergraduate students. She currently serves as a consultant to
universities and school districts on mathematics professional development.
MATHEMATICS AND MULTI-
ETHNIC STUDENTS
Exemplary Practices
Second Edition
Yvelyne Germain-McCarthy
Second edition published 2017
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2017 Taylor & Francis
The right of Yvelyne Germain-McCarthy to be identifi ed as author of this work has been asserted
by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and
are used only for identifi cation and explanation without intent to infringe.
First edition published by Routledge 2005
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-19390-1 (hbk)
ISBN: 978-1-138-19391-8 (pbk)
ISBN: 978-1-315-63910-9 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
CONTENTS
About the Author ix
Foreword x
Acknowledgments xi
1 Introduction 1
Background 1
Purpose of This Book 2
The Sensitive Questions 2
Chapter Overviews 3
2 Trends and Issues Leading to Standards-Based Reform 5
Constructivism 5
NCTM Standards: Building the Foundations for Reform, 1989–2009 6
NCTM’s Quest for a Coherent Curriculum 7
The Third International Mathematics Study 7
Trends in International Mathematics and Science Study 8
Program for International Student Assessment (PISA) 8
Grit and Productive Struggle 9
Common Core State Standards 9
Common Core State Standards for Mathematics 10
CCSSM Content Standards 10
Procedural Skills and CCSSM 10
Standards for Mathematical Practices 11
Principles to Action: Ensuring Mathematical Success for All 13
Guiding Principles for School Mathematics 13
The Mathematics Teaching Practices 14
Special Student Populations 15
vi Contents
Assessing National State Standards 16
NCTM Position on High-Stakes Assessment 16
Math Wars II 17
Standards-Based Documents as Living Documents 19
Online Standards-Based Resources 19
Principles to Action Tools 20
3 Exemplary Practice: What Does It Look Like? 23
Envisioning a Standards-Based Classroom Environment 25
Example One: Reformed-Based Instruction? 25
Example Two: Traditional Instruction? 29
Transitioning to the NCTM Principles/CCSS Practices 29
Exemplary Practices for Students with Special Needs 30
Best Societal Practices for Implementing Standards-Based Strategies 31
Resources 34
4 Issues in Multicultural Mathematics Education 35
Questions to Ponder 35
Embracing Diversity 37
Culture 37
Multicultural Education 37
Program Ethnomathematics 38
Achievement of Traditionally Underserved Students 38
The Achievement Gap 39
The Opportunity and Educational Debt 39
Multicultural Education and Euro-Americans 40
Further Reflections on the Questions 41
Culturally Sustaining/Revitalizing Pedagogy 47
Resources 49
5 Lynne Godfrey: African Americans and the Algebra Project 50
Engaging Students 51
Warm-Up 51
Group Work 54
The Winding Game 56
Discussion between Colleagues 59
Update on Lynne 62
Commentary 63
Unit Overview: The Chinese Zodiac and the Division Algorithm 65
Resources 67
6 Georgine Roldan: Hispanics and Health Issues 68
Engaging Students 69
Group Work 70
Group 1 70
Group 2 70
Group 3 70
Contents vii
Group 4 70
Group 5 71
Assessment 72
Rubric 73
Healthy Foods Lesson 73
Discussion between Colleagues 76
Update on Georgine 79
Commentary 80
Unit Overview: Favorite Menu Items and Health Issues 82
Resources 83
7 Tim Granger: Native Americans and Rocketry 85
Engaging Students 86
Launching the Lesson 86
Discussion between Colleagues 91
Update on Tim 93
Commentary 94
Unit Overview: Aiming for the Stars 96
Resources 98
8 Renote Jean-François: Haitians and Problem Solving 99
Engaging Students 100
Group 1 104
Group 2 104
Group 3 104
Assessment 106
Discussion between Colleagues 107
Update on Renote 109
Commentary 110
Unit Overview: The Roamer and the Haitian Revolution 113
Resources 114
9 Samar Samini: Muslims and Inheritance Portions 116
Engaging Students 117
Discussion between Colleagues 125
Update on Samar 126
Commentary 127
Unit Overview: Multiplication of Fractions Using Paper Folding 129
Resources 131
10 Diane Christopher: Euro-Americans and Quilts 132
Overview of Lessons 133
Engaging Students 133
Discussion between Colleagues 141
Update on Diane 143
Commentary 143
Unit Overview: Many Cultures under One Quilt 145
Resource 147
viii Contents
11 Charlene Beckmann, Kara Stahl, and Tara Maynard: The Tortoise and
the Hare 148
Preparatory Activities 148
Engaging Students 149
Day 1: Runners, Take Your Mark 149
Day 2: The Trodding Tortoise 154
Day 3: The Hopping Hare 157
Assessment 160
Discussion between Colleagues 160
Update on Char, Tara, and Kara 162
Commentary 163
Unit Overview: The Tortoise and the Hare 165
Resources 168
12 Life-Long Learning Laboratory: L4 169
Life-Long Learning Laboratory 169
Life-Long Learning Laboratory Issues/Questions 170
L4: Chapter 1—Racism 170
L4: Chapter 2—Equality and Quality of Curriculum: Math Wars II 172
L4: Chapter 3—Brilliant Children in Mathematics 175
L4: Chapter 4—Teacher Preparation 176
L4: Chapter 4—The Achievement Gap/Education Debt/Opportunity to Learn 177
L4: Chapter 4—Katrina and Equitable Schools in New Orleans 180
Lesson Study Resources 186
13 Summary 188
Bibliography 190
ABOUT THE AUTHOR
Yvelyne Germain-McCarthy is Professor Emerita of mathematics education at the University of
New Orleans, where she has directed and taught the elementary and secondary mathematics meth-
ods courses for graduate and undergraduate students. She received her BS in mathematics and MEd
in mathematics education from Brooklyn College. She earned her PhD in mathematics education
from Teachers College at Columbia University. She taught high school and middle grades math-
ematics for 17 years.
As project codirector of systemic initiative grants in Louisiana, she leads programs to implement
reformed-based instruction in classes of in-service mathematics and science teachers. These have
provided many opportunities for her to work with teachers and students to support student learn-
ing. She has written many books, is a frequent speaker at professional conferences and has also
written publications for NCTM and other professional organizations.
Her work in education and the community has earned her recognitions that include the Brook-
lyn College School of Education’s Dorothy Geddes Mathematics Education Award for dedication
and excellence as a teacher of mathematics and teacher educator; Milton Ferguson Faculty Award
from the University of New Orleans’ College of Education and Human Development for her
contributions and commitment to education; and the New Orleans City Business Woman of the Year
Honoree as one of 50 women making notable contributions to both the local business community
and society at large.
Currently serving as consultant to school districts, her teaching and research interests continue to
focus on helping teachers and students develop a solid conceptual understanding of mathematics, as
well as an appreciation for engaging in a collaborative and refl ective process for teaching and learning.
