Capitalizing on cultural learning styles and culturally relevant materials to make materials more meaningful is another aspect of equitable curriculum. Students vary in their abilities, language use, problem-solving approaches, interaction, prior experiences, frames of reference, immigration histories, socioeconomic status, acculturation experiences, and family attitudes toward education (Murphy, 1996; Lee & Fradd, 1996). Therefore, connecting lesson materials with student backgrounds is crucial in speeding up the learning process and fostering understanding (Sutton & Krueger, 2002, p. 8). In fact, research shows that the lower the student's English proficiency is, the larger role cultural congruence plays in instruction (Lee & Fradd, 1996). It also shows that students learn mathematics well only if they build their mathematical understanding (NRC, 1989). The focus should be on enhancing student life skills through mathematics and science literacy by allowing students to engage in projects where they can experience connected, applied mathematics and science (Murphy, 1996). Context-deprived curricula materials are ineffective, especially if they leave out references to minorities and their multicultural backgrounds. When the context does make a connection to real life, authentic applications seem to hold social significance and relevance to both students and teachers (Roy, 2000).
Visualization is one of the tools to help make connections for students. In mathematics and science classrooms, "students need good visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery" (North Central Regional Educational Laboratory [NCREL], n.d.-a). One of the primary causes of low achievement in mathematics is student "inability to visualize and verbalize the concepts underlying math processes" (NCREL, n.d.-a). Using visualization tools such as digital cameras, graphics packages, streaming video, and common standards for imagery can enable students to think of models that test theories and explore relationships among ideas, objects, and events (NCREL, n.d.-a). Teaching students visual literacy—"the ability to decipher, interpret, and express ideas using images, graphics, icons, charts, graphs, and video"—therefore is essential in opening infinite learning opportunities for all students (NCREL, n.d.-a).
Return to "Remembering the Child: On Equity and Inclusion in Mathematics and Science Classrooms."
