I teach elementary mathematics to 98% of Black and Latino students, many of whom come from underprivileged areas of Memphis, Tennessee, where academic achievement varies. At the beginning of the year, many of my students have a love–hate relationship with mathematics, where their understanding of the subject is simply rules or procedures to memorize for an end-of-year assessment. As a result, I’m often left wondering why this happens and how we, as a community, could work to provide equitable outcomes for all students in not just math, but science, technology, engineering, and mathematics (STEM).
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JUST PHYSICS?| October 01 2022
Neven Holland; Equity in STEM through culturally responsive pedagogy. Phys. Teach. 1 October 2022; 60 (7): 616–617. https://doi.org/10.1119/10.0014308
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