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<p>Persistent inequities in mathematics education point to a critical need to reimagine curricular tasks to better support marginalized student groups. While culturally responsive pedagogy has received growing attention, mainstream algebra curricula still largely fail to reflect students’ lived experiences or sociopolitical realities in meaningful ways. This study evaluates two units from a widely used algebra curriculum, synthesizes conceptual frameworks for developing culturally relevant materials, and reimagines traditional math tasks to better reflect the experiences of Black and Latinx students. An analysis of 50 original tasks revealed a consistent focus on academic rigor, yet showed minimal evidence of cultural relevance, representation, or integration of sociopolitical and social justice themes. In response, we revised selected tasks to preserve – or enhance – their academic rigor while incorporating elements of cultural competency and social justice. This work recognizes the complexity of such transformations and the potential challenges involved. By sharing the framework, evaluation process, and examples of both original and revised tasks, this study offers practical insights for educators and curriculum developers striving to support both equity and excellence in mathematics education.</p>

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Toward Culturally Responsive Algebra: Evaluating and Revising Mathematical Tasks

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月27日

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  • Hyunyi Jung,
  • Chonika Coleman-King,
  • Taryrn T. C. Brown,
  • Frances Harper,
  • John Grab,
  • Takeshia Pierre,
  • Ji-Won Son,
  • Jiyeong Yi

摘要

Persistent inequities in mathematics education point to a critical need to reimagine curricular tasks to better support marginalized student groups. While culturally responsive pedagogy has received growing attention, mainstream algebra curricula still largely fail to reflect students’ lived experiences or sociopolitical realities in meaningful ways. This study evaluates two units from a widely used algebra curriculum, synthesizes conceptual frameworks for developing culturally relevant materials, and reimagines traditional math tasks to better reflect the experiences of Black and Latinx students. An analysis of 50 original tasks revealed a consistent focus on academic rigor, yet showed minimal evidence of cultural relevance, representation, or integration of sociopolitical and social justice themes. In response, we revised selected tasks to preserve – or enhance – their academic rigor while incorporating elements of cultural competency and social justice. This work recognizes the complexity of such transformations and the potential challenges involved. By sharing the framework, evaluation process, and examples of both original and revised tasks, this study offers practical insights for educators and curriculum developers striving to support both equity and excellence in mathematics education.