When the 'Teaching' Stopped...the Children Sang

The lyrics of the song never spoke truer words. My search for a space of relevance from which to engage the children in mathematics was not realized in the classroom, the task, the teacher nor the text... It could only be seen when the teaching stopped, and the signing began.

I sat near the back of the junior high school mathematics classroom in Gomoa Fetteh, Ghana as the teacher started his lesson. For the most part though, it was like many mathematics lessons I've seen.??At times the teacher would sing out in a mixture of English and spectacular Twi drawl,” are you okayyyyy?" to which the students in unison would reply yesssss! I loved the continuous checking in on the middle school students now numbering about 40-50.

For the most part though, it was like many mathematics lessons I've seen.??

My first observations was that the approach was somewhat traditional for the most part - teacher writes, talks, and does problems on board as students watch, listen and take notes. At times students are called to the board but only to reveal a solution strategy identical to the instructor.?And even when they responded, it was in unison, and simply to the teacher, and sometimes just repeating what was said or written. I wondered then, as did my host. Where was the critical thinking, problem solving, reasoning? At times students are called to the board but only to reveal a solution strategy identical to the instructor.

After hours of classroom observation during my visit, teaching and talking with instructors this episode was repeated. I will admit I only saw glimpses of what I called 'special' teaching. I even got to teach in a few lessons in the class and in the afterschool STEM program. I had two decades of teaching experience but even my best efforts did not produce the kind of math participation and engagements I was seeking. It was hard 'breaking' in.?

...my best did not produce the kind of math participation and engagements I was seeking. It was hard 'breaking' in.

I wondered how students in these math classes were going to be challenged to draw their own conclusions, strategize, ask more questions - all the reform expectations for math and STEM learning I had amassed. Better yet, I was looking for evidence of cultural connections and relevance that I had come to know as culturally responsive teaching for mathematics.?

When the Teaching Stopped...

Interestingly enough, every week as part of any overall program, my host invites the older students (grade 8/M3) from his STEM afterschool program to his house where they play a series of board games and chess. They routine played scrabble. As they were figuring out words they began to debate certain words and contexts all in their native language. On one particular day before I was to return home, something remarkable happened. I was tired out from the day, but came out to join in on the activities on the front porch.

One of the students came over to me and asked, "please, we need you for some help".

So, I joined a group and began to help - they were discussing issues in Ashanti Twi, the most prominent dialect of the region. I was immediately engaged in trying to find contexts to help them understand certain words. I also suggested certain words as they wrestled with the English sound versus what it sounds like in native language versus its meaning.

As I sat back, I realized they were having these critical conversations - on the porch - that I was wanting to see back at school.

I remember thinking how chaotic English can be at times. It dawned on me! As I sat back, I realized they were having these critical conversations on the porch that I was wanting to see back at school - the reasoning and problem solving in a way I had wanted them to in the classroom. As I sat and engaged more, they offered me food - maize, rice. It was a very sharing culture and just like in the classroom they sat close to each other. Collaboration was not only possible it was a natural part of what they do -- outside of the classroom.

...They Began to Sing

As the night went on, they began to sing -- songs of the neighbourhood and the radio. They introduced me to some songs and soon there was a moment where they surrounded me and began to sing.

Somebody say Ko-ko Koliko – Ko-ko Koliko

Moho y3 me sre, Moho y3 me sre

Moho y3 me sre, Moho y3 me sre

They think say dey know me

I swear my father kanto

They know nothing about me (Heey!)

So, you think say you know me (Heey!)

I swear you know nothing about me

I Swear You Know Nothing About Me

I had found the music. When the children began to express themselves and speak in their own voice with power and identity. They lived in two worlds -- I began to see both. In one world they were polite, passive learners of a carefully organized lesson structure with traditional texts, English language and teacher-directed approach. In this world there were questions of expectations and ability, of challenge and relevance.

Teachers who embrace these frustrations see students, find it impossible to see the creative power of children mathematically, and especially children of color.

A common refrain in classrooms is that students either don't think critically or lack the motivation and discipline to engage in the kind of rigor and challenge in STEM and math classrooms. Teachers who embrace these frustrations see students, find it impossible to see the creative power of children mathematically, and especially children of color.

?In the 'real' world - theirs - they were engaged, active, critical agents inquiring round about themselves and the teacher. It was communal, safe and empowering. The lyrics of the song never spoke truer words. My search for a space of relevance from which to engage the children in mathematics was not realized in the classroom, the task, the teacher nor the text. But it wasn't at the school or through the teaching. It could only be seen when the teaching stopped, and the signing began.

Want to learn more about culturally responsive mathematics teaching visit our professional learning institute.

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