Abstract
This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.
Highlights
Vocabulary development is essential to conceptual understanding and sustained disciplinary knowledge in Science, Technology, Engineering and Mathematics (STEM)
Given the success of hip-hop pedagogies within the science content area, we suggest that hip-hop pedagogies are appropriate across Science, Technology, Engineering and Mathematics (STEM) content areas
We review the literature on concept mapping within the context of STEM
Summary
Vocabulary development is essential to conceptual understanding and sustained disciplinary knowledge in Science, Technology, Engineering and Mathematics (STEM). A lack of vocabulary mastery can pose a significant challenge for student achievement in STEM. Data suggest that underachievement in STEM content areas is often the result of acute challenges related to a lack of fluency and understanding of fundamental STEM vocabulary [2,3]. Many underrepresented populations of learners have tremendous STEM potential that remains untapped due to the cultural discontinuity that can exist between the student and traditional pedagogical approaches to STEM content or instruction.
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