Students are characterized by their listening, reading, writing and speaking nature in
class. Teachers ought to understand the diverse cultures of students in their courses for
productive delivery of knowledge in a mathematics class. Different cultures are characterized by
various attitudes, expectations and assumptions about the different values of a student in school.
The diverse cultures have exponential ways of learning gathering knowledge. Students are
therefore not able to understand similarly the information being passed by their teachers. Some
societies have taught their students to emphasize on various activities and different approaches of
questioning. Memorialization is preferred by other companies, while others prefer analytical
thinking over the ability to make predictions.
In a mathematics class, teachers have to develop an awareness of the diversity in
linguistics and community backgrounds to enable smooth delivery of knowledge to the students.
Literacy developments are promoted because of through it, and we achieve a culturally
responsive way of passing knowledge. It is therefore crucial for a teacher to make connections to
the students with regards to their origin, backgrounds and their interests to mathematics. This
will help incorporate learning with experiences of students past, thus making it productive.
Cultural responsive teachings are characterized by; high expectations, positive relationships with
families and community, cultural sensitivity, current teaching methods, teacher as facilitator,
students control of part of the lesson and instructions around groups and pairs to create low
Literacy is the ability to read and write, and this is one of the most crucial skills needed in
school work. The generations in the twenty-first century will understand and write the most than
any human in history. Therefore advanced levels of literacy are needed to perform classwork,
work, run their households, be citizens and for their own lives. Teachers, therefore, are tasked to
change their arts of teaching.
Through higher expectations, students are supported as they develop literacy according to
their age and abilities. When students are pushed beyond their limits and work with the aim of
getting to a certain goal in learning, this pushes their ability to strive for more in the aspects of
learning gathering more information necessary for learning.
Student’s language backgrounds and literacies could be better supported in class through
labelling of objects in class in various languages. This would help translate, thus making them
relate and understand more. Student’s family members should be requested to assist the teacher
in providing naming and translations whenever necessary. Labelling is common to lower class
levels but works well with institutions of higher learning as well. Students from different
countries should be invited to present information and artefacts of their countries history and
origin. Many students’ possess materialistic goods that are related to their native lands, and
storytelling in some cultural backgrounds is power.
Languages difference in schools is one of the challenges being experienced at school by
teachers and students. However, this should not be confused with deficits in cultural differences.
In order to bridge the gaps, students should be encouraged to use of home languages with school
teachers to enable them to interact fully and efficient for leaning. Positive family relations and
community connections demonstrate clear connections with student families and the
development of ties which facilitate relevant passage of content for schooling purposes.
Reshaped curriculums are mediated for culturally valued knowledge that creates a
connection with the standard-based curriculum as well as individual student’s cultural societies.
Cultural sensitivity has been productively reliable to the learning procedures because of the link
to the curriculum. Students, when actively involved in a variety of class activities, is a sign of
learning by the students and the interests in the lessons. Student’s ability also to control parts of
the class activities is a significant display of how the language and literacy of the students are
informative to the classroom practices. Through class control does the students develop the
capacity to express their thoughts about mathematics and help gather much understanding of the
Students should be given opportunities to read and write with their native languages each
day in school to enable a broad understanding of information. Mathematics should also be taught
with paired learning techniques. Learning should be incorporated with visuals such as videos,
overhead transparencies, disposable cameras and posters whenever possible. Field trip
opportunities to places of mathematical knowledge should be provided to boost the knowledge
capabilities of the students. Daily class schedules should be set to help preprogram student’s
minds and give themselves a predictable, comfortable learning environment. Maps for student’s
global view are essential and necessary to help them feel one and recognized whenever they are
around the world.
In cases where reading is done, putting up a chorus way of reading for the whole class,
including those students with non-English speaking backgrounds is the best remedy. Lessons
should also be presented with bilingual dictionaries that will help them translate mathematical
statements to best suit their understanding. Non-fictional picture books should be used by
teachers in areas that necessitate demonstrations and pictorial explanations. Several
mathematical cultures should be included in order to enable adequate learning is achieved.
Assignments and practice questions should be rolled out to students as this will enhance their
understanding of mathematical topics.