Hi Hong,

Thank you sharing for Cai's article, I really enjoyed reading it and learning about various solution strategies students used to solve the hat's averaging, pizza ratio, and odd number pattern problems, and about various problems that students created in the dots task. It inspired me to incorporate the tasks and findings into some future lessons designed for preservice elementary mathematics teachers, and to share the article with colleagues who teach other sections of this course.

Regarding your question on the culturally relevant precalculus curriculum, I experienced a sampling of this curriculum during a workshop session at a recent joint conference our state affiliate had with MAA's Southwestern section ( link to website with program ). For one of the activities in the workshop, we were posed four contexts that are local: the height of a Saguaro cactus with respect to time, the temperature and number of chirps per minute of an Apache cicada, the percentage of speakers of Spanish in city of Tucson with respect to time, and the distance between the boundaries of the Phoenix and Tuscon metro areas with respect to time. Then we were given different four different graphs with the axes not labeled and asked to sort out which graphs make sense with respect to the context given in small groups.

The lead presenter has a preprint regarding the approach to the curriculum at this link that gives more details regarding the approach, the reference is listed below. There is also going to be a hybrid (in person and virtual (Zoom) ) workshop similar to the one I attended at the conference that will held at the university to the south of our college on Saturday, May 18 from 9 to 12 pm local time, for colleagues not local to the area interested in attending virtually. Here is the link to sign up for workshop. The experience in the workshop is contextualized with respect to the cultures, identities, and locality of the students where they live.

Source:

Lozano, G. I. (2023). Grounded in Place: A Culturally Affirming Precalculus Curriculum.
In Strutchens, M., Ed., Anti-Racist Mathematics Education: Stories of Acknowledgment, Action, and Accountability. Available at https://www.todos-math.org/antiracistbook .

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Frank Marfai, Ph.D.

Phoenix College

MARICOPA COMMUNITY COLLEGES

Mathematics Faculty | Mathematics

President | Arizona Mathematical Association of Two-Year Colleges

Chair, Research in Mathematics Education for Two-Year Colleges ANet

1202 W. Thomas Road, Phoenix, AZ 85013

frank.marfai@phoenixcollege.eduhttps://www.phoenixcollege.edu/------------------------------

Original Message:

Sent: 04-24-2024 21:19:15

From: Hong Yuan

Subject: IMPACTful Discussions: Influences of Research and Cultural Environment on Teaching Practices

Hi Frank,

Thanks for sharing your experience of the influences of the Singapore mathematics curriculum on your teaching for preservice elementary mathematics teachers; and a project for a culturally responsive curriculum for a pre-calculus course.

The Singapore mathematics curriculum looks familiar to me since the mathematics curriculum, teaching, and learning are similar across East Asian countries. You might be interested in Dr. Jinfa Cai's article: "Singaporean Students' Mathematical Thinking in Problem Solving and Problem Posing: An Exploratory Study". Please see the attached file.

I would like to learn more about the culturally relevant curriculum for precalculus. Unfortunately, I cannot find more examples on the website. Is it possible for you to share more with us? Thanks.

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Hong Yuan

CUNY Borough of Manhattan CC

New York City NY

Original Message:

Sent: 04-21-2024 17:52:35

From: Frank Marfai

Subject: IMPACTful Discussions: Influences of Research and Cultural Environment on Teaching Practices

Thank you for asking and starting this post, Barbara. There are two parts to my response, and in part due to me reflecting on Matthew Watts's post in a related thread in which he shared slides from some of the international approaches he studied, and in particular Asian countries. I remember while in the graduate school more than a decade ago, we had a visiting professor who gave a talk about the challenges faced by US colleges and universities in the mathematical preparation of future and current elementary school teachers. An article regarding his work was shared with graduate students and faculty prior to the talk at the time (sometime in 2010, citation below this post).

The visiting professor had talked about the curriculum and textbook that he and a co-author had developed to train future elementary and high school teachers, which also used selected books from the Primary Mathematics sequence in Singapore Mathematics in conjunction with their textbook in supporting and building future teacher's ways of thinking about mathematics. In learning about his work (and Singapore Mathematics) the idea of bar models resonated with me and had I used those principles in supporting student's thinking my own classes, especially when teaching in the Mathematics for Elementary Teachers courses. His work at the time, based on international research, was one that influenced my future teaching. The visiting professor in question was Scott Baldridge, he later went on to become the one of lead curriculum writers of the Eureka Math/EngageNY curriculum, which is now widely used across the United States both at the Elementary and Secondary levels. I see this as an illustration in which proven international best practices in mathematics became part of the standard US curriculum.

I would personally love to learn more about the culturally responsive part of the teaching and learning. I live in the Southwest. At a nearby university to the south of our own, I've seen powerful examples of its potential and possibilities in mathematics (see link to one such example) when we affirm and include the cultures and histories of the students whom we teach. Mexico is our neighbor to the South, where many of our students at our institution have cultural ties to.

Manisha, I enjoyed reading your examples of global learning. I am curious about other colleagues' experiences. There is so much we can learn from each other.

Source:

Baldridge, S. The Singapore mathematics curriculum and implications for adopting and developing curricula in the US. Retrieved April 21, 2024 from https://www.math.mnrt.net/standards/Scott%20Baldridge%20Story%20of%20Mathematics%20%20REV%201.pdf .

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Frank Marfai, Ph.D.

Phoenix College

MARICOPA COMMUNITY COLLEGES

Mathematics Faculty | Mathematics

President | Arizona Mathematical Association of Two-Year Colleges

Chair, Research in Mathematics Education for Two-Year Colleges ANet

1202 W. Thomas Road, Phoenix, AZ 85013

frank.marfai@phoenixcollege.edu

https://www.phoenixcollege.edu/

Original Message:

Sent: 04-16-2024 09:17:47

From: Barbara Leitherer

Subject: IMPACTful Discussions: Influences of Research and Cultural Environment on Teaching Practices

**What proven international math teaching or research practices would you like to incorporate in your classroom (in the US)? How do you embed the cultural context and environment in which you teach?**

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Barbara Leitherer

Professor of Mathematics

CC of Baltimore County - Essex

Baltimore MD

bleitherer@ccbcmd.edu

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