Things to consider for planning and
teaching mathematics lessons for
Attend to Students’
Mathematical Identities
A student’s mathematical identity is
their disposition toward
mathematics and sense of
competence as learner and a
contributor in mathematics
classrooms.
Where to find mathematics in
students’ homes and
community
Grocery store or market
advertisements, photographs,
artifact (game or measuring device)
from their culture or that is a
favorite.
Teach Strategies that Support
Culturally and Linguistically
Diverse Students
ELL’s
Determine the mathematics,
consider students needs, select
design, or adapt a task. Chapter 5
Introduce a task (the before phase)
Work on a task (the during phase)
Debrief and discuss the task and the
mathematics (the after phase)
Honor use of Native Language
Students can discuss a problem in
their preferred language and
presented in English during the after
phase.
Plan Cooperative/Interdependent
Groups to Support Language
Development
Assessment Consideration for ELLs
Research shows that ELLs perform
better when a test is given in their
native language.
Strategies when using formative Teaching Culturally and
assessments: selecting tasks with Linguistically Diverse Students
multiple entry and exit points,
diagnostics interferes, tasks that -Melissa Murillo-S
limit the linguistic load,
accommodations, and self-
assessment.

Mathematics as a Language
It is NOT a “universal language.”
There are many ways in which
different people and different
cultures approach mathematics.
Support the range of strategies for
algorithms to show that you value
students as individuals.
Good way to gain insights into
possible culturally influenced
strategies.
Aspects of Culturally
Responsive Mathematics Make Content Relevant
Instruction THINK about the mathematics: is the
mathematics presented meaningfully and
Communicate high expectations, connected to other content?
make content relevant, attend to
students’ mathematical identities, Select CONTEXTS: is the mathematics
and ensure shared power.
presented so that it connects to relevant/
authentic situations in students’ lives?
Communicate High
Expectations Mathematical Connections
Culturally responsive instruction
stays focused on the big ideas of
mathematics and helps students
engage in
and stay Context Connections
focused on Context of creating bracelets grounds student
those big thinking in something familiar so they can
ideas. In focus on reasoning about the mathematical
addition to relationships.
focusing on Use problems connected to students to
the big develop appropriate social or peer
ideas, using connections.
tasks
worthy of
group-work,
emphasizing
multiple representations,
incorporating student justifications
and presentation are features of
classrooms that support equitable
opportunities to learn mathematics.