Welcome to our Welcome to our WorkshopWorkshop

Welcome to our Welcome to our WorkshopWorkshop

““Incorporating Incorporating Multiculturalism into Multiculturalism into Math and Science”Math and Science”

BUILDING A COMMUNITY

OF RESPECT

1. STATE YOUR NAME

2. WHERE YOU ARE FROM

3. THREE THINGS ABOUT RESPECT

OBJECTIVE

GET INTO GROUPS OF FIVEHAND OUT CARDS WITH THEWORD RESPECT

EACH GROUP WILL COME UP WITH THREE WORDS THAT GIVES THE MEANING OF RESPECT

PARTICIPANTS WILL PROCEED ON WHAT IT MEANS TO HAVERESPECT 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

BRIDGEBRIDGE THE GAP THAT MAKES MATH AND SCIENCE CULTURALLY THE GAP THAT MAKES MATH AND SCIENCE CULTURALLY UNRESPONSIVEUNRESPONSIVE

CREATECREATE METHODS THAT WILL BE USED AND TAUGHT WITHIN THE CLASS METHODS THAT WILL BE USED AND TAUGHT WITHIN THE CLASS

FOCUSFOCUS ON EQUALITY AND GIVE FACULTY INSIGHT ON DIFFERENT CULTURES IN ON EQUALITY AND GIVE FACULTY INSIGHT ON DIFFERENT CULTURES IN DIFFERENT PARTS OF THE WORLD TO BRING A GLOBAL PERSPECTIVE TO DIFFERENT PARTS OF THE WORLD TO BRING A GLOBAL PERSPECTIVE TO TEACHINGTEACHING

PROVIDEPROVIDE INSIGHT ON HOW CHILDREN LEARN SCIENCE AND MATH IN OTHER INSIGHT ON HOW CHILDREN LEARN SCIENCE AND MATH IN OTHER PARTS OF THE WORLD AND FACULTY CAN IMPLEMENT THIS WITHIN THE PARTS OF THE WORLD AND FACULTY CAN IMPLEMENT THIS WITHIN THE CLASSROOMCLASSROOM

• 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?What are we currently doing?    

Why are we doing it?Why are we doing it?      

Whose needs are and are notWhose needs are and are notbeing met?being met?

    What changes need to be What changes need to be

made?made?  

Multicultural education is aMulticultural education is aphilosophy not a plan of philosophy not a plan of action.  It starts with one action.  It starts with one teacher implementing a teacher implementing a

change and a plan.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 PLANOBJECTIVE:

Understand the significance of geometricpatterns in the Muslim world Replicate common patterns that adorn architecture, texts and textiles Practice using a compass and straight Edge.

ACTIVITY1. 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-on-one 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 AdditionAddition 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 AdditionHere is an example of Mende addition:223 bags of rice + 114 bags of riceNote 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 riceNext, add the values in the tens column:20 bags of rice + 10 bags of rice = 30 bags of riceNow, add the values in the ones column:3 bags of rice + 4 bags of rice = 7 bags of riceFinally, you are left with:300 bags of rice + 30 bags of rice + 7 bags of rice = 337 bags of rice

Activity

1) Write a couple problems on the board and ask the students to solve them using Mende Addition.2) 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:4991 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 7 791 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. Themethod 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 representationsSuggested 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 INHERITANCEMATHEMATICS

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. Al-Khwarizmi 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. Mathcan 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 talmost 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 predictbehavior. It is used to make better judgments. The idea is to bridge the gap between the math world and the world welive in. Probability is a form of judgment, we use probability to make decisions all the time. We measure the chances ofcertain events and environmental factors in order to make decisions about the world around us. This is just one exampleof 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 isWhat actually takes place, you make more money than someone who bet with safer chances. Roulette example.. RouletteWorks with two colors, odd/even numbers and it divides the playing board into equal sections. betting on odd/evennumbers, 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 % chanceof rain, a formula as well a gathered data goes into a weatherman predicting the % chance of rain for a given day. Youcheck 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 DirectorsJuly 2000

ObjectivesThrough 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

MaterialsQuestion sheet

Procedure1. 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 technologiesget 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 MoneyCast 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 technologyWas made in China. Great way of Introducing China’s technology withinthe 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 tobecoming an astronaut.

Activities:1. Assess student knowledge of the space program and astronauts

2. Have students in groups read Multicultural Content Knowledge

3. Discuss the role of NASA in development of America’s Space Shuttle Program.4. Discuss reasons why Dr. Jemison may have chose to pursue the goal of

of astronaut training.5. Analyze the importance of being bilingual. Dr Jemison speaks English, Swahili, Japanese and Russian.6. Have groups create a timeline of Dr. Jemison’s professional life.7. 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.

Assessment;1. Review key points from the lessons2. 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 Jemison4. 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 SurveyPart 1: Learning about Cleft Lip and Cleft PalateInstructions: 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/palateHow are cleft lip/ palates repaired?Part 2: Preview of a Philadelphia Doctor who works with Cleft Lip/ Cleft PalatesInstructions: 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 TrainThe 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 Stateswill be different from the lives of the children with cleft lip/ palate presented on the Smile Train website.

Native American JewelryName:________________________________________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 Lazuli1. 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: Malichite1.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 Americanjewelry. Then read thru the Turquoise to Totems Display at the American Museum of NaturalHistory 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.