Overview

Mathematics and technology education shape students futures, while traditional teaching methods overlook the cultural backgrounds and experiences of diverse learners. Culturally sustaining pedagogies (CSP) help reimagine math and technology classrooms, so students feel valued and included. This approach encourages educators to connect lessons to students communities, languages, and thought patterns, while challenging systems that have historically excluded or marginalized certain groups. Further research into culturally sustaining pedagogies can make mathematics and technology education more relevant, equitable, and empowering. Culturally Sustaining Pedagogies in Mathematics and Technology Education: Research, Practices, and Critical Reflections explores how culturally sustaining pedagogies transform mathematics and technology education by valuing students cultural identities and experiences. It examines teaching practices, curriculum design, and leadership experiences that make learning more inclusive and equitable. This book covers topics such as pre-service teaching, STEM education, and artificial intelligence, and is a useful resource for educators, sociologists, academicians, researchers, and scientists.

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9798337353388

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Karen L. Terrell (Ph.D.) is the Assistant Professor of Mathematics Education at Loyola University Maryland, as well as a Faculty Associate for the Center for Equity, Leadership, and Social Justice in Education. She has been an educator for 25 years, promoting high-quality education for all. She also has served as a Turnaround School Mathematics Coach for Boston Public Schools, and she also has consulted for private and charter schools in Massachusetts and Rhode Island, as well as the Massachusetts Department of Youth Services. She received her Doctor of Philosophy degree in Curriculum & Instruction from Boston College in 2012. Her specialties include content and language integration, mathematics education, technology, and assessment for diverse learners. Dr. Terrell is currently the Editor of MCTM’s journal, The Banneker Banner; Senior Co-Chair of the Research of Mathematics Education SIG of AERA; and a member-at-large for the Association of Maryland Mathematics Teacher Educators. She also serves as the Teacher Eduction Interest Section Chair-Elect for MDTESOL and as a founding member of the TLC4ME Consortium (a nationwide research group for the thriving of multilingual learners). Diane Silva Pimentel (Ph.D.) is a teaching professor at Brown University. She has been an educator for almost 30 years. Her career has focused on secondary science education and creating educational settings that support the growth and success of all students. She began this work as a classroom teacher for 17 years and she continues it now as a teacher educator. She earned a Ph.D. in Curriculum and Instruction specializing in Science Education from Boston College in 2012. She was an Assistant Professor of Education specializing in STEM education prior to serving as the Director of the Brown Master of Arts in Teaching program for six years. During this time, she led the redesign of the teacher preparation program and developed a program that prepares graduate students to meet the multifaceted responsibilities of the teaching profession in a way that is culturally responsive and positively impacts their students and communities. Her work now has shifted solely to envisioning and creating experiences in science that foster the participation and persistence of underrepresented students in STEM. She accomplishes this by serving as a faculty member in teacher preparation, creating professional development opportunities for science teachers that support the implementation of reform-based and culturally responsive teaching approaches, and with her scholarly contributions to the field. She has published articles in various national and international journals.

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