Transcript Multicultural Math and Science Workshop

Welcome to our
Workshop
“Incorporating
Multiculturalism into
Math and Science”
OBJECTIVE
BUILDING
A COMMUNITY
OF
RESPECT
GET INTO GROUPS OF FIVE
HAND OUT CARDS WITH THE
WORD RESPECT
EACH GROUP WILL COME UP
WITH THREE WORDS THAT
GIVES THE MEANING OF
RESPECT
1.
STATE YOUR
NAME
2. WHERE YOU
ARE
FROM
3. THREE THINGS
ABOUT RESPECT
PARTICIPANTS WILL PROCEED
ON WHAT IT MEANS TO HAVE
RESPECT FOR ONE ANOTHER
PARTICIPANTS WILL HAVE A
GREATER UNDERSTANDING
OFTHE IMPORTANCE OF RESPECT
AND HAVING RESPECT FOR
OTHERS
“OUT WITH THE OLD AND IN WITH THE
NEW”
•
Multicultural Education includes
but is much more comprehensive
than ethnic studies or
curriculum reform related to
ethnicity and culture.
•
It focuses on modifying the
total school environment so that
students from diverse ethnic
and cultural groups will
experience equal educational
opportunities.
•
Educators must reform their
total educational environments in
order to implement powerful
multicultural education and give
all students an equal opportunity
to learn (Banks 63).
WHAT IS YOUR MULTICULTURAL COMPETENCE?
Check this list to see how you rate as a multicultural teacher:
What stereotypes do you have towards students of different ethnic
backgrounds?
Do you provide positive role models for students from different cultural
backgrounds?
Do you use a variety of teaching methods?
Do you teach from a multicultural prospective?
Is your classroom climate a deterrent for students of all cultures to
reach their fullest potentials?
From whose prospective is the science or math text written?
Describe your efforts to supplement the standard curricula with
culturally diverse information, activities and materials.
Do you think multicultural education is only for heterogeneous
classrooms?
How did you rate yourself?
 PROVIDE LINKS BETWEEN
ALL RACES AND
ETHNICITIES
 PROVIDE UNITY BETWEEN
TEACHERS,SCHOOL,
PARENTS AND STUDENTS
BY CONSCIOUSLY
SELECTING A CURRICULUM
THAT INCORPORATES THE
STUDENTS BACKGROUND

BRIDGE THE GAP THAT MAKES MATH AND SCIENCE CULTURALLY
UNRESPONSIVE

CREATE METHODS THAT WILL BE USED AND TAUGHT WITHIN THE CLASS

FOCUS ON EQUALITY AND GIVE FACULTY INSIGHT ON DIFFERENT CULTURES IN
DIFFERENT PARTS OF THE WORLD TO BRING A GLOBAL PERSPECTIVE TO
TEACHING

PROVIDE INSIGHT ON HOW CHILDREN LEARN SCIENCE AND MATH IN OTHER
PARTS OF THE WORLD AND FACULTY CAN IMPLEMENT THIS WITHIN THE
CLASSROOM
•
•
•
CHALLENGE STUDENTS BY
HELPING THEM TO HAVE
CRITICAL THINKING
CREATE AN INTEREST AND
PASSION FOR MATH AND
SCIENCE BY CREATING A
SINCE OF FAIRNESS AND
STUDENT AND TEACHER
INVOLVEMENT
TO ENCOURAGE PROBLEM
POSING EDUCATION IN
MATH AND SCIENCE
CLASSES
What are we currently doing?
Why are we doing it?
Whose needs are and are not
being met?
What changes need to be
made?
Multicultural education is a
philosophy not a plan of
action. It starts with one
teacher implementing a
change and a plan.
Egyptians used a different way to write the numbers than we do.
Their writing is called hieroglyphics. This type used different
pictures to stand for different numbers. The list that follows is
what these hieroglyphics look like.
The term that we use with Egyptian Multiplication is called
Doubling. Doubling does just what it sounds like. You take one
number and either multiply it by 2 or you add it to itself. This is
done repeatedly until you get the other number. Above is an
example of what you need to do using the problem 5x 12:
LESSON PLAN
OBJECTIVE:
Understand the significance of geometric
patterns in the Muslim world
Replicate common patterns that adorn
architecture, texts and textiles
Practice using a compass and straight
Edge.
ACTIVITY
1. Read and summarize "Islamic
Belief Made Visual" essay for students.
2.Give each student a piece of paper or
poster board, compass, straight edge and
copies of the handouts Construction of
an Islamic Pattern parts one and two.
3.Through demonstration and/or one-onone work, help students replicate
common geometric designs seen
throughout the Muslim world.
History
The Mende population makes up nearly one-third of Sierra Leone’s overall
population. Their known cultural history dates back to the 16th century, and their
members currently reside all over the world, including here in America. The
Mende are largely made up of fishermen and farmers. They grow many crops
including cocoa, ginger, and coffee, however rice is the most dominant of all.
History of Addition
Addition was developed in Mende culture based on the act of distributing rice.
The word “pu” describes the process of moving rice with ones hands from one
sack into another. Based on this practice, the act of addition became known as
“puu” to members of the Mende. When the Mende add, they do it for a purpose.
Thus, they don’t simply count “1+2”, rather they count “1 bag of coffee beans + 2
bags of coffee beans.” This is different from American philosophy. In American
math we tend to teach “how”, so skill repetition is at a premium. In Mende math,
as well as other cultures across the globe, the “why” of mathematics is taught,
which helps students to possess a better understanding of the process.
Objectives:
Presenting addition to students through a foreign methodology so that they gain a new and different
Perspective, thus enhancing their multicultural appreciation and awareness.
Mende Addition
Here is an example of Mende addition:
223 bags of rice + 114 bags of rice
Note that the Mende always add something, not just numbers.
In order to solve this, the student must break down both numbers by each place value.
So the addition would end up working like this:
First add the digits located in the highest place value, that being the hundreds in this case:
200 bags of rice + 100 bags of rice = 300 bags of rice
Next, add the values in the tens column:
20 bags of rice + 10 bags of rice = 30 bags of rice
Now, add the values in the ones column:
3 bags of rice + 4 bags of rice = 7 bags of rice
Finally, you are left with:
300 bags of rice + 30 bags of rice + 7 bags of rice = 337 bags of rice
Activity
1)
2)
Write a couple problems on the board and ask the students to solve them using Mende Addition.
Ask the students to pair up and write their own Mende problems for one another to solve.
Conclusion
Recap what was learned and field questions. If students are skeptical of the usefulness of this process, show its
similarity to methods which are used in American addition such as the Commutative Property method.
Objective: Teaching students how to graph statistics in a variety of ways,
while enlightening them about pressing global issues which need greater
attention.
Breakdown each issue separately, and with each issue include a new type
of graph. Explain why each graph fits well with the type of data that is
being analyzed.
Explain why conserving water is important and show the disparity in
water usage between the average American, the average Batswana,
Peruvian, and Pole Present the data and have the students graph the
figures in a bar chart
Explain the importance of maintaining a low CO2 emissions rate. Present
the statistics of the CO2 rates of USA, China, Denmark, Iceland, and
Chad. Using this sample, add up their total CO2 emissions and create a
pie chart based on the percentage of emission each nation is responsible
for.
Explain the issue of high infant mortality in certain nations of the world.
Next, provide infant mortality rates for Afghanistan, Italy, USA, Brazil,
Mexico, India, and Ethiopia. Have the students produce a stem-and-leaf
plot based on the statistics.
Near the beginning of the first century AD, about 2000 years ago, the Chinese mathematical text called the Chiu
Chang was written. No one knows for sure who wrote the text, which contains nine chapters of mathematical topics
important to Chinese society at the time. Problems and solutions are presented in the text, and since the answers can
be difficult to understand, different Chinese mathematicians over the years have supplied commentary and helped to
make the problems and solutions clearer.
The first chapter, called Fang thien (Land Surveying), is mostly concerned with calculating the areas of fields (thien)
using the basic unit of measurement, the fang (square unit). This chapter also discusses methods for working with
fractions, including a way for simplifying (reducing) them. If you have a reducible fraction called m/n, the rule from
the Chinese text for reducing m/n is this:
If both numbers can be halved, then halve them. Otherwise set down the denominator below the numerator, and
subtract the smaller number from the greater number. Continue this process until the common divisor, teng, is
obtained. Simplify the original fraction by dividing both numbers by teng.
Here is an example from the Chiu Chang to illustrate the Chinese fraction reducing method:
Simplify the fraction 49/91.
Solution:
The numbers cannot be halved, so we continue with the procedure. Set down the denominator below the numerator,
then subtract the smaller number from the greater number:
49
91 subtract and get 42.
Now follow the process, subtracting the smaller number from the greater number until you reach a common divisor.
49 49 7 7 7 7 7 7
91 42 42 35 28 21 14 7 teng is 7.
The common divisor, or teng, is 7, so divide the numerator and denominator of 49/91 by 7 to get the simplified
fraction 7/13.
YOUR PROJECT:
Simplify the following fractions using the Chinese fraction reducing method for finding teng. Show clearly the steps
of your procedure.
1. 51/85
2. 78/130
3. 66/330
Description:
This lesson describes how a woman’s estate is divided among her beneficiaries according to Islamic inheritance law. The
method involves adding subtracting fractions which represent the parts of the woman’s estate, keeping in mind that sons
receive twice as much as daughters, and a stranger’s share must be paid first.
Curriculum Objectives:
To reinforce the skills of fraction addition, subtraction and multiplication.
To introduce students to complex problem solving.
To expose students to a mathematical process from a non-European culture.
Key Words:
Algebra
inheritance
fractions
problem
solving
representations
Suggested Use:
Islamic Inheritance Mathematics could be used in a basic skills mathematics, prealgebra or algebra course to use complex
problem solving to reinforce the concepts and skills of fraction addition, subtraction and multiplication.
ISLAMIC INHERITANCE
MATHEMATICS
A major Arab mathematician named Muhammad ibn Musa al-Khwarizmi wrote an influential textbook in about 820
called Hisab al-jabr w’al-muqabala (Calculation by Restoration and Reduction) that is known today as the Algebra.
This book was the starting point for Arab work in algebra, and it is credited for giving the subject its name. AlKhwarizmi was probably born in Soviet Central Asia but he did most of his work in algebra in Baghdad, where he
was an astronomer and head of the library at the House of Wisdom.
Al-Kwarizmi was a Muslim and the second half of his book Algebra contains problems about the Islamic law of
inheritance. According to the law, when a woman dies her husband receives one-quarter of her estate, and the rest is
divided among her children so that a son receives twice as much as a daughter. If the woman chooses to leave money
to a stranger, the stranger cannot receive more than one-third of the estate without the approval of the heirs. If only
some of the heirs approve, the approving heirs must pay the stranger out of their own shares the amount that exceeds
one-third of the estate. Whether approved by all heirs or not, the stranger’s share must be paid before the rest is
shared out among the heirs.
Here is an example problem from Al-Kwarizmi’s Algebra:
A woman dies leaving a husband, a son, and three daughters. She also leaves a bequest consisting of 1/8 + 1/7 of her estate
to a stranger. She leaves $224,000. Calculate the shares of her estate that go to each of her beneficiaries.
Solution: The stranger receives 1/8 + 1/7 = 15/56 of the estate, leaving 41/56 to be shared out among the family.
The husband receives one-quarter of what remains, or 1/4 of 41/56 = 41/224.
The son and the three daughters receive their shares in the ratio 2:1:1:1 so the son’s share is two fifths of the estate after
the stranger and husband have been given their bequests and each daughter’s share is one fifth. (2+1+1+1=5).
If the total estate is $224,000, the shares received by each beneficiary will be:
Stranger: 15/56 of $224,000 = $60,000.
Husband: 41/224 of $224,000 = $41,000.
Son: 2/5 of ($224,000 - 101,000) = $49,200.
Each daughter: 1/5 of ($224,000 - 101,000) = $24,600.
TOTAL = $224,000.
YOUR PROJECT:
1. Solve the following Islamic law inheritance problem.
A woman’s estate totals $72,000. She dies leaving a husband, two sons and two daughters. In her will, she leaves a bequest
of 1/9 + 1/6 of her estate to a stranger. Calculate how much of her estate each of her beneficiaries will receive.
2. Write out all of your calculations.
3. Check to make sure your beneficiary sums equal the total estate



Begin class by talking about why we study math. Math teaches logical thinking, the search for truth and meaning. Math
can be used to explain the world around us.
It is like a language. It consists of numbers and symbols that are manipulated and constructed in different ways to explain
slopes, curves, shapes, length, time, space... studying math allows us to work with and understand numbers.
Understanding math helps us manage money
Lesson 1 - statistics basics - one way to make Math relatable to our everyday lives.
10 minutes of explaining Math and how it has been used across cultures and through history to build structures, irrigate lands, bring water to
villages, count and keep track of the amount of things. Some form of numbers/counting/multiplying/dividing/adding/subtracting has been used for
a long time. It is also used to teach and encourage critical and logical thinking.
Beginners lesson in statistics - fundamentals of statistics is commonly taught in High School. It is the collection, organization, and understanding
of vast amounts of data. Statistics are used in a number of ways through our lives from newspaper articles explaining demographics, polls we see
in the news, surveys people take to get a general sense of peoples views and opinions on any number of topics. How are these things constructed
and organized.
Teach terms to understand population, sample, mean, median, mode.
data collection is then organized by these terms first. example (find a survey in recent news) 100 people respond to a suvery of yes, no maybe. 45
say yes, 35 say no, 10 say i dont know. these can then be turned into a percentage. 45% 35% 10% - percentages are often used in
statistics...examples of percentage use, test scores, interest rates, tips...explain percentage basics - a tool in figuring out percentages.
worksheet with census information on it - explain how gathering data for the census is the practice of statistics in order to understand how
many people are living in our nation and what other demographics they belong to.
worksheet with sports statistics on it - explain how statistics are gathered to determine the quality of an athletes output...this can be applied t
almost any profession. Statistics are used to measure data that does not take up physical space...similar to how measuring tape can measure length,
a thermometer measures temp., stats are not physical, they are a tool to measure representations of things.

Include a quick lesson on a previous culture who used some method of statistics.
Objective: To recognize trends and predict behavior
Probability is another aspect of statistics that uses collecting and organizing data in order to see trends and predict
behavior. It is used to make better judgments. The idea is to bridge the gap between the math world and the world we
live in. Probability is a form of judgment, we use probability to make decisions all the time. We measure the chances of
certain events and environmental factors in order to make decisions about the world around us. This is just one example
of many as to how math relates to everyday life. a quick, ever popular example of probability is in betting.
If your prediction has slimmer chances of being an outcome then your risk is higher, therefore if the desired outcome is
What actually takes place, you make more money than someone who bet with safer chances. Roulette example.. Roulette
Works with two colors, odd/even numbers and it divides the playing board into equal sections. betting on odd/even
numbers, colors or one half of the board is a 50% chance of winning. betting on an individual number out of 36 numbers
is a 1 in 36 chance, or a 2.8% chance of winning. divide 1 by 36 to figure out your chances. Teaching dice role examples,
Coin flip examples - then move away from betting. Relevant ways to use probability - checking the weather for % chance
of rain, a formula as well a gathered data goes into a weatherman predicting the % chance of rain for a given day. You
check that % in order to decide whether or not to wear a rain coat.



Find more examples of percentages that are culturally relevant
Talk about a historical culture who used probability
Worksheet on predicting probability with culturally relevant examples
Preamble
Science educators value the contributions and uniqueness of children from all backgrounds.
Members of the National Science Teachers Association (NSTA) are aware that a country's welfare is
ultimately dependent upon the productivity of all of its people. Many institutions and organizations in our
global, multicultural society play major roles in establishing environments in which unity in diversity
flourishes. Members of the NSTA believe science literacy must be a major goal of science education
institutions and agencies. We believe that ALL children can learn and be successful in science and our
nation must cultivate and harvest the minds of all children and provide the resources to do so.
Rationale
If our nation is to maintain a position of international leadership in science education, NSTA must work
with other professional organizations, institutions, corporations, and agencies to seek the resources required
to ensure science teaching for all learners.
Declarations
For this to be achieved, NSTA adheres to the following tenets:
Schools are to provide science education programs that nurture all children academically, physically, and in
development of a positive self-concept;
Children from all cultures are to have equitable access to quality science education experiences that enhance
success and provide the knowledge and opportunities required for them to become successful participants in
our democratic society;
Curricular content must incorporate the contributions of many cultures to our knowledge of science;
Science teachers are knowledgeable about and use culturally-related ways of learning and instructional
practices;
Science teachers have the responsibility to involve culturally-diverse children in science, technology and
engineering career opportunities; and
Instructional strategies selected for use with all children must recognize and respect differences students
bring based on their cultures.
—Adopted by the Board of Directors
July 2000
Objectives
Through this activity, students will be able to:
recognize the length and depth of Chinese technological
history.
understand the meaning of stereotype.
Teaching Time
1 class period
Materials
Question sheet
Procedure
1. For each of the items, ask students to record when it
was invented and where.
2. When all are finished, go through the items one at
time and record student responses on the board.
3. Give the answers. Are the students surprised? If so, ask
them why. Discuss stereotypes.
4. After studying the geography and history of China,
have students hypothesize: How did these technologies
get to the West? Why did it take the time it did?
Where and When?
Instructions: For each of the following items, give the name of the country in
which the item was invented or discovered and the approximate date of
invention.
Items:
The Horse Collar, The Wheel Barrow, The moldboard plow, Paper Money
Cast iron, The helicopter rotor and the propeller, The decimal system, The
seismograph, Matches, Circulation of the blood, Paper, The Kite, The rocket
and Multi-staged rocket.
Students will be surprised to learn that all of this technology
Was made in China. Great way of Introducing China’s technology within
the Classroom.
LESSON PLAN SCIENCE
Doctor Mae C. Jemison First African American Women in Space
Objectives:
1.
Students will learn about the life of Doctor Mae C. Jemison
2.
Students will understand the circumstances that enabled Dr. Jemison to achieve her goal of becoming an astronaut.
3.
Students will understand and discuss her medical career previous to
becoming an astronaut.
Activities:
1.
Assess student knowledge of the space program and astronauts
2.
Have students in groups read Multicultural Content Knowledge
3.
4.
Discuss the role of NASA in development of America’s Space Shuttle Program.
Discuss reasons why Dr. Jemison may have chose to pursue the goal of
of astronaut training.
Analyze the importance of being bilingual. Dr Jemison speaks English, Swahili, Japanese and Russian.
Have groups create a timeline of Dr. Jemison’s professional life.
Speculate as to some of the obstacles that Dr. Jemison may have experience
in pursuing her goal to become a part of the space program.
5.
6.
7.
Assessment;
1.
Review key points from the lessons
2.
Have students research and write an essay discussing key points of Dr. Mae Jemison life.
3.
Students will create a timeline of the professional accomplishments for Dr. Mae Jemison
4.
Students will discuss the importance of having bilingual language skills.
Dr. Mae C. Jemison
& Marie Curie
1. Have students research and write an
essay discussing key points comparing
and contrasting the lives of Dr. Jemison
and Marie Curie emphasizing many
similarities
2.Both women had a knowledge of at
least three languages
Dr. Jemison, Swahili, Russian, Japanese,
and English
Marie Curie, Polish, Russian and
French,
How did their knowledge of languages
help their careers.?
3.What traits did you find both women
possessed.
4.How did both women contribute to
education?
Name:______________________
Date:_______________________
Cleft Lip and Cleft Palate Web Survey
Part 1: Learning about Cleft Lip and Cleft Palate
Instructions: Read through the information on the above website and answer the questions below.
What is a cleft lip? What is a cleft palate?
Who gets cleft lips and cleft palates? What percentage of babies born in the US has a cleft lip/ palate?
What is the evidence given that a cleft palate has a genetic component?
What is the evidence given that a cleft palate has an environmental component?
What are some problems associated with a cleft lip/palate?
What are some of the types of doctors involved with cleft lip/palate
How are cleft lip/ palates repaired?
Part 2: Preview of a Philadelphia Doctor who works with Cleft Lip/ Cleft Palates
Instructions: Review the Faculty Directory page of Dr. Oneida Arosarena, MD, FACS and answer the following two
questions in complete sentences.
Summarize Dr. Arosarena’s education.
Look through the list of publications. What stands out to you? Can you find the article on Dr. Arosarena wrote for
pubmed on cleft lip/ cleft palates?
Part 3: Smile Train
The Smile Train website.
How do the pictures on the Smile Train website make you feel?
Part 4 (Homework): In one paragraph summarize how the life of baby born with cleft lip/ palate in the United States
will be different from the lives of the children with cleft lip/ palate presented on the Smile Train website.
Native American Jewelry
Name:________________________________________
Date:_____________
Instructions: With you partner, answer the following questions about your mineral.
Type the name of the mineral into the search engine on the right of the website.
Mineral 1: Turquoise
1.
What is the chemical formula for your mineral?
2. What is the worth of your mineral?
3.
Where is your mineral mined in the US? Where else in the world is it mined?
4. What color(s) is the mineral?
5. What is the hardness rating?
Mineral 2: Lapiz Lazuli
1.
What is the chemical formula for your mineral?
2. What is the worth of your mineral?
3.
Where is your mineral mined in the US? Where else in the world is it mined?
4. What color(s) is the mineral?
5. What is the hardness rating?
Mineral 3: Malichite
1.What is the chemical formula for your mineral?
2.What is the worth of your mineral?
3. Where is your mineral mined in the US? Where else in the world is it mined?
4.What color(s) is the mineral?
5.What is the hardness rating?
In the Table below jot a few notes about what you currently know about Native American
jewelry. Then read thru the Turquoise to Totems Display at the American Museum of Natural
History webpage. While reading, record five things that you learned from the website.
What I learned about Native
American Jewelry
What I learned about American
Jewelry
Chinese Fractions www.deltacollege.edu
Egyptian Multiplecation <www.deltacollege.edu>
Mende Math www.deltacollege.edu
Multicultural Interview www.youtube.com
Rapping Math Teacher www.youtube.com
Cleft Palate
www.medicinenet.com
www.temple.edu
www.smiletrain.com
3D Earth www.youtube.com
Gelletly, Lee Ann. Mae Jemson Black Americans of
Achievement. Chelsea House Publishers.2002.
GoogerlyRaintree, Liz. Marie Curie. Steck Vaughn
Publishers.2001.
Poynler, Margaret. Great Minds of Science Marie
Curie. Enslow Publisher.1994.
Symphony of Music www.youtube.com
Multicultural Education defined. Banks.