Culturally Relevant Design Practices: A Case Study for Designing Interactive Algebra Lessons for Urban Youth

Autor/inn/en	Gilbert, Juan E.; Eugene, Wanda; Swanier, Cheryl; Arbuthnot, Keena; Hood, Stafford; Grant, Michael McKenzie; West, Melanie L.
Titel	Culturally Relevant Design Practices: A Case Study for Designing Interactive Algebra Lessons for Urban Youth
Quelle	In: Journal of Educational Technology, 5 (2008) 3, S.54-60 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Culturally Relevant Education; Instructional Design; Educational Practices; Case Studies; Mathematics Instruction; Algebra; Urban Youth; African American Students; Mathematics Achievement; Achievement Gains; Video Games; Educational Games; Learner Engagement; Cognitive Style; Animation; Popular Culture; Instructional Effectiveness; Outcomes of Education; Illinois + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Cognitive styles; Kognitiver Stil; Popkultur; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	When culture is integrated into the mathematics classroom, it improves students' academic achievement, helps move classrooms towards an equitable learning environment, helps students to have positive beliefs about mathematics, and integrates mathematics with other disciplines. Moreover, if you observe today's kids, the use of video games in their daily and/or weekly routines is significant. Lastly, the predominant genre among African-American youth is hip-hop/rap. These facts led to a process for designing culturally relevant educational games for engaged learning. As a byproduct of this process, the African-American Distributed Multiple Learning Styles System (AADMLSS pronounced "adam less") City Stroll was created. AADMLSS is an adaptive, electronic, speech-enabled algebra learning system that uses culture to influence learning in the form of an animated, music-led interface. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01