Integration of Diversity in Curriculum and Experiences
Mathematics Education, Grades 8-12
Initial Preparation Program
Fall 2007
The Mathematics Education Program Faculty at the University of Kentucky is committed to making diversity
central to policies, decisions, and practices; evaluating progress toward diversity in the program; disseminating
results widely; and using these results to strengthen diversity for the Commonwealth.
Equitable access to high quality mathematics instruction in Kentucky’s secondary schools is directly and
indirectly affected by UK’s Mathematics Education Program’s beliefs in and support for social diversity in
schools. Moreover, the Commonwealth is directly affected by the ability of its youth to acquire high levels of
skill in mathematics that can then be used by them as citizens to enhance their communities and participate in
the state’s ongoing progress and prosperity in local, regional, national, and global contexts. Therefore, it is
essential for our teacher candidates to understand issues related to social diversity and make a commitment to
value diversity as they engaged in teaching, research, reflection, learning, and leadership. By valuing diversity,
our program is committed to enabling and empowering all people in educational contexts.
The following chart represents some of the elements of the Mathematics Education Program’s components for
addressing issues of social, cultural, and academic diversity related to the teaching of mathematics in
secondary school settings.
Admissions Structures
EDC 631, Mathematics
Pedagogy in the
Secondary Schools
EDC 730, Foundations
in Pedagogical Theory
Protocol Interview questions: What experiences have you had working with diverse
adolescents? How do you define diversity? Why have you chosen to teach
mathematics? What does it mean to be a mathematics teacher for diverse students?
How would you approach teaching mathematics to diverse students in high school?
Describe an experience you have had with a diverse group of people, another
culture, or another race. What have you learned from such experiences that you
think will apply to your work as a teacher? How would you address linguistic and
cultural diversity in your classroom?
Course readings include the NCTM’s Principles and Standards for School
Mathematics, Brahier’s Teaching Secondary and Middle School Mathematics, and
misc. current “hot topics” articles (ex., addressing school data reporting errors by
media). Course assignments include in-class assignments focusing on differentiation
of instruction and assessment, special education professor visiting speaker, class
definition of equity, final examination including a midterm portfolio defense and
one minute teacher, Wikipedia page, article analyses, professional development
reflections, Webography, major teaching unit, and electronic portfolios.
Course readings include The Shame of the Nation: The Restoration of Apartheid
Schooling in America (J. Kozol), The Ethics of Teaching (K. Strike & J. Soltis),
Experience and Education (J. Dewey), Classroom Instruction that Works: ResearchBased Strategies for Increasing Student Achievment (R. Marzano, D. Pickering, & J.
Pollock), and Understanding by Design (G. Wiggins, & J. McTighe). Course
assignments include classroom management plan, Project to Benefit the School,
Ethics Case Analyses, Teacher Work Sample, Analytic Application of Dewey’s
Pragmatism to MIC Experience, multicultural assignment, reading reaction
assignments, and the final examination assignment.
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EDC 777, MIC Practice
in the Secondary
School (Multicultural
Ed, Technology Ed, and
Classroom
Management)
EDC 746, Student
Teaching in the
Secondary School
Course readings include Technological Pedagogical Content Knowledge (Mishra &
Koehler), New Research on K-12 Online Learning: Guidance for Policy and Practice,
Multicultural Education for a Pluralistic Society (Gollnick & Chinn), Comprehensive
Multicultural Education: Theory and Practice (Bennett), Setting the Stage for a
Diverse Audience (Battalio), Culturally Responsive Classroom Management:
Awareness into Action (Weinstein, Curran, & Tomlinson-Clarke), and misc other
articles. Course assignments include: Reading Responses, Digital Storytelling, KDE
CATS Database Analysis, Ethnic/Cultural Interview, Multicultural Lesson Plan, and
Classroom Management Observational Report (Plan due in Spring).
Field Observation Forms 1-4, and Mid-point and Final Observation Assessments.
Final Online Teaching Portfolio Assignments framed by the Kentucky New Teacher
Standards. Additional assignments include: Letter to Parent, Lesson Plan Pre-Post
Analysis, Observation Journal, Professional Development Reflections and
Applications, and self-evaluation report.
More specifics on Multicultural Education Assignments in the Common Core for All Candidates
in the Master’s with Initial Certification Program in Secondary Education
1) Ethnic/Cultural Interview
Find someone from a culture or ethnic group different from your own to interview (please do not
choose a friend or someone who you think will have same attitudes, opinions, and experiences as
you). Possible interview questions will be given in class and also made available on blackboard.
Before the interview meeting, read each question carefully and answer them for yourself. Notice
that each question is followed up with why; the reason is to focus on core values and beliefs
between you and the person. As you are talking to the person, look for major differences and
similarities between your answers and the person’s answers. Reflecting on the interview, write a
minimum three-page paper discussing the similarities and differences. What did you learn? Were
you surprised by the similarities and or differences? How might this knowledge affect your
teaching and your future interaction with other ethnic groups?
2) Ethnic Studies Concept Map
The purpose of this assignment is to help students learn more about the histories, perspectives,
contributions, and current social issues of major ethnic groups in the United States. You will work
with four other students in our class to develop a comparative analysis of two ethnic groups as
described in Bennett (2007), Comprehensive multicultural education: Theory and practice, 6th Ed.,
chapters 4 and 5. The concept map should depict major themes and ideas for each ethnic group as
well as similarities and differences between them. Presentation will be evaluated based on
completeness and professional quality of map, scholarly knowledge base, presentation strategies,
and creativity (detailed information will follow).
3) Multicultural Lesson Plan
Select a lesson plan from your content area from the web or other resource. Modify the lesson so
that it illustrates culturally relevant teaching and learning competencies. Chapter 9 of Gollnick and
Chinn (2007) and other materials discussed in class should serve as references. On a separate page,
explain your modification and why. Also attach a copy of the original lesson you revised. Prepare a
five-minute professional presentation using PowerPoint to explain the importance of your lesson to
the class. Please make additional copies for the class.
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4) Field Experience – Culture of the Classroom
In order to successfully complete this course, students will complete a number of observation
hours in a regular classroom/school environment. The assignment for this activity is to write a
three-page paper describing the culture of the classroom; the interaction among student, faculty,
and staff; and the main challenges, in your opinion, students, parents, teachers, administrators,
and parents face daily. Is there a connection or disconnection between the school and home? From
what you noted about the classroom, what might you assume about the school and the teacher’s
approach to teaching and learning? Is there evidence of culturally responsive teaching in his/her
approach? What would you have done differently had you been a teacher in this particular school
(please do not use students, teachers, administrators, and parents’ names when describing
particular situations).
Diversity Signature Assignments for Secondary Mathematics Education
 Diversity is integrated throughout the courses and the program. For mathematics, we focus
on “student equity” as that is how they deal with “diversity” issues in the mathematics
classroom. Equity is the first topic introduced in the methods course (EDC 631) and at the end
of the topic (although equity is integrated throughout the rest of the year and in other various
assignments and readings), students come up with a class definition of equity.
 In the fall, the students go through True Colors and learn how they can apply it not only to
their lives, but to their classrooms and work environments. True Colors helps the students to
understand various student personalities and how to effectively “deal” with them in the
classroom.
 All lesson plans are completed in the KTIP lesson plan format with some minor adjustments. If
time strategies, modifications for remedial and advanced students, and assessment
accommodations are included in every single lesson plan. Students are required to use
various instructional strategies and various assessment strategies. Technology, hands-on
learning, and cooperative learning are common themes in all of their lessons and unit plan.
 Literacy strategies in mathematics and interdisciplinary lessons also help to achieve the goal in
mathematics of “mathematics for all students.” Literacy strategies are incorporated regularly
into the methods course and the bi-weekly seminar. Students also are required to integrate
literacy strategies into all of their lesson plans (i.e., writing prompt, etc.). Students are
required to include an interdisciplinary lesson plan in their Major Teaching Unit in EDC 631. In
addition, the cohorts in the fall are interdisciplinary and several of the methods class
meetings are with the English Methods group.
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