“Fronting the Math”

Abstract

In this chapter, the authors consider how to frame culturally relevant picture books as part of a math curriculum to shield or strengthen them from potential political challenges. This research included analysis of current mathematical picture books, evaluated for both their mathematical content as well as their “gradations of cultural relevance based on analysis of multiple dimensions.” Finally, the authors discuss and analyze readers' perspectives of culturally relevant picture books from teacher educators, in-service and pre-service teachers, and current elementary students. Making these texts part of a culturally responsive math classroom where teachers deliberately integrate children's prior knowledge, mathematical understanding, and cultural experiences into purposeful mathematics instruction is integral so that all students can see themselves as mathematicians and make connections to their own cultural backgrounds.