Jessica FR Mirch Checklist 

Knowledge Construction: To what extent does this lesson/lessons/unit offer students the opportunity to make sense of the mathematics for themselves?

  1. Making sure the lesson builds on prior math knowledge
  2. Allowing for multiple solution strategies
  3. Accepting culturally varied explanations & justifications in class
  4. Sharing intellectual authority with the students
  5. Teaching to different levels of language proficiency
  6. Motivating students by showing excitement in the subject matter
  7. Discussing the evolution of our math concepts/numerals

Prejudice Reduction: To what extent does the lesson/lessons/unit offer students opportunities to break stereotypes; develop more democratic attitudes, values & behaviors?

  1. Allow students engage in pair/group work
  2. Including girls as well as boys in questioning and participation
  3. Including all ethnic groups equally in questioning and participation
  4. Make group configurations include a mix of ethnicities
  5. Encourage respect for everyone's ideas
  6. Make sure everyone has the opportunity to contribute
  7. Reinforce each student's self-esteem by giving sincere and specific-praise, using positive adjectives, and by showing respect, trues - understanding, acceptance and warmth
  8. Making sure each child experiences recognized success daily
  9. Treating all students equitably and conveying my expectations and confidence that each student can accomplish work and learn
  10. Serving as a role model by showing sensitivity and flexibility towards the special needs of others
  11. Being aware of the learning styles of different cultures

Equity Pedagogy: To what extent are my instructional practices designed to improve the achievement of all students regardless of race, gender, ethnicity, exceptionality, or class?

  1. Activities that make high cognitive demands on the students
  2. Activities include a mixture of relevant, real world, and abstract contexts
  3. Activities encourage the use of multiple representations
  4. Expect both oral & written discourse
  5. Using the whole language approach (incorporating listening, speaking, reading, and writing activities)?
  6. Displaying bulletin boards reflecting cultural diversity
  7. Safe environments where rules are posted so students clearly understand what is and is not acceptable behavior
  8. Develop a classroom library that reflects cultural diversity

 

References: Checklist is adapted from several sources. The three heading-level topics of effective multicultural mathematics are from the NCTM (National Council of Teachers of Mathematics).  The checklist includes NCTM guiding questions and other sources referenced here: Link 1, Link 2, Link 3