The Power of Culture in the Math Classroom!
India White • July 1, 2023
The Power of Culture in the Math Classroom!
The Power of Culture in the Math Classroom
Mathematics is a subject that is often viewed as abstract and disconnected from the real world. Many students struggle to see the relevance of math in their daily lives, which can lead to disengagement and a lack of interest in the subject. However, by incorporating cultural elements into the math classroom, teachers can help students connect math to their own experiences and backgrounds, making the subject more meaningful and engaging. Need an example? Consider talking about Lebron James shooting hoops on the basketball court and watch to see how many students of diverse backgrounds will perk up during a bell work activity.
Culture has been a powerful tool for connecting students to math. Studies have shown that students of diverse backgrounds feel more connected during their learning when their culture is a part of the learning process due to the sense of belonging that comes along with it. If you want to take your classroom from being strictly about math where students might yawn out of a lack of relevance and connection, to the engaged class where students steal the moment of instruction from you, consider incorporating cultures of your learners into your instructional delivery!
Here are four ways that teachers can use culture to help students connect math in the classroom:
1. Use Culturally Relevant Examples to Connect Students to Real World
When teaching math concepts, use examples that are relevant to your students' cultures and experiences. For example, if you are teaching fractions, use examples of traditional foods that are divided into fractions, such as pizza or pie. However, don’t just limit the type of pie to the traditional pies of the nation. Try to find out from learners what other types of pie or dishes that are served in similar shapes can you highlight during instruction so they can have a sense of pride in their culture while learning. This will help students see the relevance of math in their own lives and make the subject more relatable.
Once students make the connection, it will spike a sense of engagement, which will also contribute to stronger relationships created between student and teacher and peer-to-peer while learning.
2. Incorporate Cultural Artifacts and Mathematicians into Instruction
Incorporating cultural artifacts into the math classroom can help students connect math to their own cultures. . For example, if you are teaching geometry, you could create a project on and use traditional patterns from Egyptians, Grecians, and other cultural groups to teach about various elements of geometric figures, i.e. area and surface area of right square pyramids, etc. Further, you can highlight the mathematicians of those ages and embrace the moment of history that respects the sense of genius that existed from leaders who built the pyramids in Africa, to Greek Mathematicians and beyond. Students will have the opportunity to embrace the revelation behind the beauty and relevance of math in different cultures. Once this happens, when a student reads another complex math problem about pyramids, they can enjoy the opportunity to imagine those leaders in action as they take on the metacognitive approach towards comprehension and proficiency.
3. Implement Culturally Responsive Teaching Strategies with Fidelity
Culturally responsive teaching strategies are teaching methods to students intentionally designed to meet the needs of diverse learners. By using these strategies, teachers can create a classroom environment that is inclusive and welcoming to their students in a way that celebrates their culture, language, and way of life.
For instance, educators can use cooperative learning strategies that encourage students to work together while sharing various components of their cultural backgrounds during group work, partner work and beyond. Teachers can assign projects via project-based learning activities that will incorporate ideas that welcome culture and diverse experiences
within the math space. For instance, being intentional to welcome all cultures on a group project for Pi Day (March 14th), and empowering student voice such that all cultural groups are not only made to feel welcome but are discussed in the math curriculum and during instructional delivery and during mathematical discourse from ALL learners. This will help eliminate moments of awkward silence that exists when students are presented with a culture, they aren’t familiar with. It will break down walls that exist within social engagement and help students respect and empathize with peers who are different from them as they get to know them and their unique differences.
4. Celebrate Cultural Diversity Among Learners!
Celebrating cultural diversity that exists within the math classroom is imperative for helping learners of various ethnic groups feel valued and respected. Teachers can find out background information of their students and follow up with efforts to connect their cultures by incorporating cultural celebrations and holidays into their math lessons, such Black History Month, Cinco De Mayo, Chinese New Year, Kwanza, or other holidays. This will help students see the connections between math and their own cultures, and various cultures of their peers. When cultural diversity is achieved appropriately, students will defend the cultures of their peers as much as they defend their own culture and will understand the value of cherishing everyone as a part of the human race. One way you can demonstrate a celebration of cultures is by hanging up various flags of your students’ culture groups across the classroom. Further, you can get the community involved and invite parents and community stakeholders into your classroom to talk about great components of their culture, language and various holidays that might be overlooked or unknown. As cultural diversity is implemented, and relationships are established, respect is enhanced, and students will be willing to support and protect the learning environment. This will lead to a true culture of learning that can be felt and embraced in the math classroom by the students, teachers and administrators who stop by to support. Further, students will trust taking a risk in this environment because they will be convinced that not only do they belong, but their voices are heard and valued.
Conclusion
In conclusion, culture being infused in the math classroom is a significant and powerful tool for connecting students to math in the classroom. This will help cultivate a desire for math and real-world connections beyond the classroom. By using culturally relevant examples, incorporating cultural artifacts, diverse mathematicians, using culturally responsive teaching strategies, and celebrating cultural diversity among learners, teachers can help students see the relevance of math in their own lives and make math more relevant and engaging. Embrace the power of culture
in your math classroom and watch your classroom come alive like never
before!
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Thank You, Nevada Association of School Administrators: Building a Culture of G.R.I.T. Together I want to extend my deepest gratitude to Adam Lane and the Nevada Association of School Administrators (NASA) for the incredible opportunity to speak at your recent conference. It was truly an honor to engage with such passionate, forward-thinking educational leaders who are committed to transforming schools and communities. During our time together, we explored a theme close to my heart: creating a culture of G.R.I.T.—not just in the classroom, but throughout our communities. We unpacked the G.R.I.T. Framework, which focuses on cultivating Growth Mindset, Resilience, Intentional Self-Efficacy, and Time Management in both educators and students. These four pillars are foundational for student success, especially in today’s challenging and ever-evolving educational landscape. We also discussed the critical role educators and school leaders play in modeling and reinforcing these values. From building trusting relationships to ensuring equity and access, educators are the heartbeat of our communities. When we lead with empathy, authenticity, and grit, we empower students to do the same—and we create schools where every learner feels seen, supported, and capable of greatness. To the school leaders, superintendents, and administrators who attended: thank you for your engagement, your insights, and your commitment to building a legacy of perseverance and purpose. I walked away inspired by your stories, your questions, and your unwavering dedication to improving outcomes for all students across Nevada. If you're interested in learning more about the G.R.I.T. Framework or want to access tools like the G.R.I.T. Workbook, I invite you to visit www.india-white.com/what-does-grit-mean-to-you ] And if you missed the session or want to revisit the message, you can also check out my TEDx Talk: The Power of G.R.I.T. Thank you once again, Adam and NASA, for giving me the platform to share this mission and for all you do to champion student success across Nevada and beyond. Let’s continue lifting others as we climb—one gritty step at a time.