CULTURALLY affirming precalculus
teach math centering people and place
A project born in Tucson, Arizona, supported in part by DOE Project Outreach FAMILIA and NSF REEDS
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In 2021 we began writing precalculus content to create mathematics grounded in place and identities absent from traditional curricula. The result is a curriculum that restores cultural and experiential balance to the contexts used to teach and learn precaculus, looking to validate all students and enhance our relatability to each other.
overview of mathematics and approach
core mathematics
understand how two quantities change together | explore graphs, data, words, symbols describing models of change | develop mathematical language to describe change | translate mathematical language into everyday terms, meaningfully
approach
explore change models grounded in Tucson and the Southwest as place and identity | affirm who students are | discover strengths, beauty, legacies, identities, experiences tied to place, nature, and peoples | make sense of mathematics rather than memorize it
themes
water changes in Quitobaquito Springs| efficiency of the Navajo code talkers | sonoran saguaros | the sustainable advantages of adobe builidings | the boom of Latin music popularity | youth success, family connectedness, and communities | Hispanic heritage and identity, and more...
explore the curriculum and join our professional development to implement to suit your place and resources
curriculum design & content
Guada Lozano
Jocelyn Ríos
Anthony Kling
Brian Toner
Jorge Ledesma
lesson design
Emina Alibegovic
Guada Lozano
Jocelyn Ríos
Aaron Ekstrom
Tugce Koc
research & scholarship
Guada Lozano
Nick Witt
Abby Rocha
partners & collaborators
HSI Initiatives, UArizona
Pima Community College
CRCDI, UArizona
Project CREAR, UArizona