This month, as we celebrate Hispanic Heritage Month, it’s important to recognize the incredible contributions of Hispanic mathematicians throughout history. From Albert Baez’s groundbreaking work in X-ray microscopy, where younger students can explore the world of shapes, to Alicia Prieto-Langarica’s research on using math to understand biological systems, which can help older students study the transmission of diseases, Hispanic mathematicians have made significant advancements in the field.
However, we must also acknowledge the challenges that Hispanic students face in math education. In Merced County, we have a responsibility to improve our instructional strategies and create a more equitable learning environment for all students. According to the California Department of Education, in Merced County only 19% of Hispanic students met or exceeded math standards in 2024, compared to 33% of White students. This highlights the urgent need to address disparities in math achievement. By using culturally relevant teaching methods and fostering a sense of belonging in the classroom, we can empower our Hispanic students to succeed in math and beyond.
In fact, this is in perfect alignment with the three dimensions of systemic change that are found in the new CA Math Framework:
- An Assets-Based Approach to Instruction
- Active Student Engagement Through Investigation and Connection
- Instruction That Centers Cultural and Personal Relevance
Let’s briefly dig into each one.
An Assets-Based Approach to Instruction: This dimension emphasizes the importance of recognizing and valuing students’ existing skills, experiences, and cultural backgrounds as assets to build upon in mathematics instruction. An assets-based approach to instruction acknowledges that students enter the classroom on Day 1 with funds of knowledge that can be utilized to support learning mathematics.
Active Student Engagement Through Investigation and Connection: This dimension focuses on fostering active student engagement by encouraging investigation and making connections in mathematics learning. By engaging students in meaningful mathematical tasks that relate to their lives and interests, educators can promote deeper understanding and interest in math.
Instruction That Centers Cultural and Personal Relevance: This dimension highlights the significance of centering instruction on cultural and personal relevance to reflect the diversity of California’s student population. We can make math instruction culturally relevant and personally meaningful through two simple changes in the daily word problems used for instruction: use students’ names and incorporate their interests in the word problems.
These three dimensions of systemic change in the CA Math Framework aim to provide educators with the tools and strategies needed to promote equity, engagement, and meaningful learning experiences in mathematics instruction, ultimately supporting students in achieving math proficiency and success.
Let’s celebrate the achievements of Hispanic mathematicians and work together to ensure that all students have the opportunity to reach their full potential.
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