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Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks

Artigo2026

Hyunyi Jung; Chonika Coleman-King; Taryrn T. C. Brown; Frances Harper; John Grab; Takeshia Pierre; Ji-Won Son; Jiyeong Yi

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Resumo

Persistent inequities in mathematics education point to a critical need to reimagine curricular tasks to better support marginalized student groups. While culturally responsive pedagogy has received growing attention, mainstream algebra curricula still largely fail to reflect students' lived experiences or sociopolitical realities in meaningful ways. This study evaluates two units from a widely used algebra curriculum, synthesizes conceptual frameworks for developing culturally relevant materials, and reimagines traditional math tasks to better reflect the experiences of Black and Latinx students. An analysis of 50 original tasks revealed a consistent focus on academic rigor, yet showed minimal evidence of cultural relevance, representation, or integration of sociopolitical and social justice themes. In response, we revised selected tasks to preserve -- or enhance -- their academic rigor while incorporating elements of cultural competency and social justice. This work recognizes the complexity of such transformations and the potential challenges involved. By sharing the framework, evaluation process, and examples of both original and revised tasks, this study offers practical insights for educators and curriculum developers striving to support both equity and excellence in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Science and Mathematics Education
Ano
2026
Idioma
en
Palavras-chave
Algebra; Mathematics Education; Culturally Relevant Education; African American Students; Hispanic American Students; Social Justice; Equal Education
Temas
Álgebra, Currículo, Educação Matemática Crítica
ISSN
1571-0068
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
JUNG, Hyunyi et al.. Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks. International Journal of Science and Mathematics Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10763-026-10667-x. Acesso em: 5 nov. 2026.

APA

Jung, H., Coleman-King, C., Brown, T. T. C., Harper, F., Grab, J., Pierre, T., Son, J. W., & Yi, J. (2026). Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-026-10667-x

BibTeX
@article{jung2026,
  author = {Jung, Hyunyi and Coleman-King, Chonika and Brown, Taryrn T. C. and Harper, Frances and Grab, John and Pierre, Takeshia and Son, Ji-Won and Yi, Jiyeong},
  title = {Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks},
  year = {2026},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-026-10667-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Jung, Hyunyi
AU  - Coleman-King, Chonika
AU  - Brown, Taryrn T. C.
AU  - Harper, Frances
AU  - Grab, John
AU  - Pierre, Takeshia
AU  - Son, Ji-Won
AU  - Yi, Jiyeong
TI  - Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks
PY  - 2026
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-026-10667-x
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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