Teaching Math and Science Multiculturally EDF 2085 Prof. Mukherjee Figure It Out! Why Teach Math/Science? Multicultural Answers: Use knowledge to make the world a better place Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…   Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels) Why Math and Science “Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.” Bob Moses, Civil Rights Activist and Found of The Algebra Project Radical Equations: Math Literacy and Civil Rights, p. 5 Indicators of Social Inequity Related to Science & Math Education Professions that draw highest salaries tend to emphasize math and science These fields tend to be segregated by race and gender Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks Failure to engage all students undermine their potential and future lifestyles/chances. What Do We Want To Achieve in Math/ Science Education? Multicultural Answers: Critical (reflective) math and science literacy Access to high levels of math/ science literacy for all students Understanding how math & science are used in daily contexts Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions) Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy Traditional Answers: Mastery of selected skills and knowledge of selected “facts” Stratification of curriculum (tracking) Content Concerns Multicultural Answers: Recognizes that Math and Science are not “culture-free” Many cultures have contributed to our knowledge of Math and Science Current uses of mathematics/ science in society (social issues as math/ science problems) Emphasizes process (DOING a problem), not just product (getting the CORRECT answer) Traditional Answers: Claims that Math/ science are “universal”, culture-free subjects Math and science are “objective” and, therefore, bias-free Math and science problems have one right answer Instruction/ Activities Multicultural Answers: Learning through meaningful, reality based problem solving activities Inquiry-based approaches (teaching students to ask questions) Allowing for mistakes (science as a process of reasoned trial and error) Multiple learning styles addressed Interdisciplinary inquiry (link science and math with other subject areas) Traditional Answers: Memorization Learning occurs through repetitive practice (“drill and kill’) Field independent in.

1. Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like
conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural
under-representation in math/ science fields (at both school and
societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting
poor people and people of color is economic access. In today’s
world, economic access and full citizenship depend crucially on
math and science literacy.”

2. Bob Moses, Civil Rights Activist and Found of The Algebra
Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math
Education
Professions that draw highest salaries tend to emphasize math
and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in
patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in
representation in illustration and content of science & math
textbooks
Failure to engage all students undermine their potential and
future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science
(examples: racist theories of intelligence; use of statistics to
support diverse positions)
Ensure not only functional levels of science & math literacy,
but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”

3. Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and
Science
Current uses of mathematics/ science in society (social issues as
math/ science problems)
Emphasizes process (DOING a problem), not just product
(getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving
activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial
and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other
subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)

4. Field independent instruction
*** Note that the purpose in contrasting the MCE ideas with the
‘traditional’ was to establish a link with the discussion in the
text. The ‘traditional’ ideas are not all to be negated. Some of
them could well be used in conjunction with the more
‘progressive’ approach. The idea is to move beyond some of the
standards and limitations of traditional practice, not to replace
them.
8
Reflection
Love
Characteristics
Instructional style
Teacher
Climate of the class
Type of content
Etc.
Hate
Characteristics
Instructional style
Teacher
Climate of the class
Type of content
Etc.

5. Identify the students who claim to have loved science or math in
Middle/ High School. Identify those who hated these subjects.
Then, for each group, ask them to come up with a list of
characteristics of their science and math classes in terms of: the
instructional style, the characteristics of the teacher, the climate
of the class, the type of content taught etc.
Once they have completed their lists, divide the board into two:
On one side list the ideas of the students who loved the
subjects, on the other side list the ideas of those who did not.
Examine the patterns that emerge. Ask students if they see any
indication in these lists of how one makes science/ math
instruction multicultural.
9
Closing Poem
When I Heard the Learn’d Astronomer
By Walt Whitman
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before
me,
When I was shown the charts and diagrams, to add, divide, and
measure them,
When I sitting heard the astronomer where he lectured with
much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.

6. 10
SCI 100 Project 3 Guidelines and Rubric
Overview
There are three projects for this course. In Project 1, you began
your exploration of a natural science topic by selecting a news
story and completing a topic
exploration graphic organizer. In Project 2, you continued your
analysis of the news story and the natural science topic and
ultimately developed a question that,
as a natural scientist, you would like to study. In Project 3, you
will develop a presentation that discusses why your question is
important and the value of
studying the natural sciences.
Project 3 will assess the following course outcomes, which you
will focus on throughout Themes 3 and 4:
● Investigate major developments in the natural sciences for
informing critical questions that drive scientific inquiry
● Articulate the value of the natural sciences for their impact on
contemporary issues
Prompt

7. Using the question that you posed in Project 2, explain why the
answer is important for understanding yourself, other people,
and the world around you. In
addition, you will discuss how the natural sciences have
developed to help us answer these important questions. Your
presentation should include speaker notes
so that your instructor knows what you would be saying if you
were actually giving the presentation. The critical elements of
this project will be evaluated by the
information in your presentation. Be sure your actual question
is apparent in the presentation.
Specifically, the following critical elements must be addressed:
I. Why is the question you identified important to you as a
member of society?
II. Explain how finding the answer to your question might
impact others around you. For example, who might be most
interested in the answer to your
question?
III. Explain why studying the natural sciences is valuable. In
other words, what is the benefit of studying topics in the natural
sciences?
IV. Describe the major developments in the natural sciences
related to your topic. Use course resources to back up your
discussion.

8. V. Detail the major developments in scientific thinking that
support the study and advancement of the natural sciences as
necessary and valuable. Use
course resources to back up your discussion.
VI. How do these developments in the natural sciences and
scientific thinking inform questions about the topic in your
news story? In other words, what is
the relationship between major developments in the natural
sciences and the questions that natural scientists are interested
in?
VII. Discuss the obligation that you have as a citizen of your
society to understand the science behind issues that impact you
every day. For instance, how
can being a more scientifically informed member of society
benefit you and your community?
Review this document to help you create your presentation.
Supporting Work and Resources
Throughout Themes 3 and 4, there are several opportunities to
work directly on different elements of this project:
1. In Learning Block 5-1, you will consider the benefits and
value of studying the natural sciences.

9. 2. In Learning Block 5-3, you will identify the major
developments in the natural sciences that are related to your
topic.
3. In Learning Block 6-2, you will think about how
developments in scientific thinking impact the way science is
carried out.
4. In Learning Block 6-3, you will reflect upon how
developments in the sciences influence the types of questions
that researchers ask.
5. In Learning Block 7-1, you will question the importance of
your selected topic and research question to you and the world
around you.
6. In Learning Block 7-2, you will consider the benefits of
understanding the science behind issues that you see in the
news, and you will consider how it
might impact those around you. You will also practice creating
a presentation that addresses these issues.
7. In Learning Block 7-3, you will consider the ethical concerns
of your selected topic.
8. In Learning Block 8-2, you will again consider the
importance of being an informed citizen, and you will reflect on
the value of understanding and
studying the natural sciences.
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/sci/sci10
0/sci100_presentation_supporting_resources.pdf
Project 3 Rubric

10. Guidelines for Submission: Your presentation should use Prezi,
PowerPoint, or a comparable presentation tool and include
speaker notes. Ensure that your
presentation includes the question you posed at the end of your
question development worksheet. Note: If using Prezi, be sure
to include a Word document
with notes. If using PowerPoint, be sure to include speaker
notes.
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value
Question
Meets “Proficient” criteria, and
explanation demonstrates
mature awareness of
connections between the
question and being a member
of society
Explains why question identified
is important to a member of
society
Explains why question identified
is important to a member of
society, but with gaps in clarity
or detail
Does not explain why question
is important to a member of
society

11. 11.75
Answer
Meets “Proficient” criteria, and
explanation demonstrates
mature awareness of
connections between answer to
the question and impact on
others
Explains how finding answer to
question might impact others
Explains how finding answer to
question might impact others,
but with gaps in detail or clarity
Does not explain how finding
answer to question might
impact others
11.75
Studying the Natural
Sciences
Meets “Proficient” criteria, and
explanation demonstrates
insight into value of natural
sciences
Explains why studying the

12. natural sciences is valuable
Explains why studying the
natural sciences is valuable, but
with gaps in detail or clarity
Does not explain why studying
the natural sciences is valuable
11.75
Major Developments
in the Natural
Sciences
Meets “Proficient” criteria, and
description demonstrates
insight into major
developments in the natural
sciences
Describes major developments
in the natural sciences related
to topic, supporting response
with course resources
Describes major developments
in the natural sciences related
to topic, but with gaps in
support, detail, or accuracy
Does not describe major
developments in the natural
sciences related to topic

13. 16
Major Developments
in Scientific Thinking
Meets “Proficient” criteria, and
response demonstrates insight
into major developments in
scientific thinking
Details major developments in
scientific thinking that support
the study and advancement of
the natural sciences as
necessary and valuable,
supporting response with
course resources
Details major developments in
scientific thinking that support
the study and advancement of
the natural sciences as
necessary and valuable, but
with gaps in support, detail, or
accuracy
Does not detail major
developments in scientific
thinking that support the study
and advancement of the natural
sciences as necessary and
valuable
16

14. Inform Questions
Meets “Proficient” criteria, and
explanation demonstrates
insight into relationship
Explains how developments in
natural sciences and scientific
Explains how developments in
natural sciences and scientific
thinking inform questions about
Does not explain how
developments in natural
sciences and scientific thinking
16
between major developments
in science and questions that
drive scientific inquiry
thinking inform questions about
topic in news story
topic in news story, but with
gaps in detail or clarity
inform questions about topic in
news story

15. Obligation
Meets “Proficient” criteria, and
response demonstrates insight
into relationship between
citizenship obligations and
impactful issues
Discusses obligation as a citizen
of society to understand science
behind impactful issues
Discusses obligation as a citizen
of society to understand science
behind impactful issues, but
with gaps in detail or clarity
Does not discuss obligation as a
citizen of society to understand
science behind impactful issues
11.75
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy to read
format
Submission has no major errors

16. related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
5
Total 100%