Use guiding questions to diversify existing mathematics curriculum and assessments when adopting a new curriculum is not possible¶

Strategy · All strategies
Evidence · no claims cited

Description¶

When a new CRSE-aligned curriculum cannot be adopted, the brief provides a set of guiding questions for revising existing curriculum and assessments. The questions ask who is centered and whose perspective is privileged, ignored, or erased; whether content can be made more relevant to students' lives, including through names, pictures, geography, and neighborhood-relevant examples; and whether representations of students' cultures and identities are fluid and intersectional rather than static, essentializing, or stereotyping.

Design Implications¶

Context¶

Requirements¶

• Teachers must examine whose perspectives are centered or erased, whether tasks represent students' cultures, languages, identities, and experiences, and whether representations are intersectional rather than essentializing

Constraints¶

• Intended for situations where adopting a new curriculum is not possible

Target Learners¶

• K-12 mathematics students

Target Learning Goals¶

• Culturally relevant and inclusive mathematics curriculum and assessment content

Related Strategies¶

• Culturally Responsive Curriculum Scorecards
• Using a Culturally Responsive Curriculum Scorecard
• Leader supports for teachers using practical measures to advance CRSE

Examples¶

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Key Sources¶

• Jahneille Cunningham, Rebecca Colina Neri, and Carlos Sandoval. (2024). Building Mathematics Teachers' Capacity to Enact Culturally Responsive and Sustaining Education. WestEd. https://eric.ed.gov/?id=ED673516