Presenter Information

Natasha Ramsay-Jordan, GSUFollow

Location

Hamilton A

Proposal Track

Research Project

Session Format

Presentation

Abstract

Culturally responsive mathematics pedagogy (CRMP) should be valued and presented as the norm for teachers so that students from diverse backgrounds can access essential mathematical knowledge (Aguirre & del Rosario, 2013; Bonner & Adams, 2012; Leonard & Moore, 2014). Prospective teachers of diverse students need to have opportunities in their professional study to develop the shared knowledge, perceptions and attitudes required for effective implementation of culturally responsive mathematics pedagogy (Gay, 2002). The purpose of this study is to begin investigative and exploratory work through the coupling of qualitative research methodology and critical race theory to examine preservice secondary mathematics teachers’ (PSMTs)experiences using CRMP in classrooms to teach diverse children. The research questions to be addressed are: How do PSMTs negotiate their experiences teaching mathematics to diverse children while immersed in CRMP professional learning activities during their practicum? What affordances and constraints provided both inside and outside of the mathematics classroom are reflected in these PSMTs instructional practices? Participants in the study explore their experiences with CRMP by addressing race, socio political, and cultural issues within education. Results of this study have implications for educators who aim to become more culturally responsive in their mathematics classroom, and for teacher education programs.

Keywords

culturally responsive pedagogy, pre-service teachers, critical race theory, mathematics, culture

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Oct 7th, 10:30 AM Oct 7th, 12:00 PM

Examining the Development of Culturally Relevant Pedagogy for Preservice Secondary Mathematics Teachers

Hamilton A

Culturally responsive mathematics pedagogy (CRMP) should be valued and presented as the norm for teachers so that students from diverse backgrounds can access essential mathematical knowledge (Aguirre & del Rosario, 2013; Bonner & Adams, 2012; Leonard & Moore, 2014). Prospective teachers of diverse students need to have opportunities in their professional study to develop the shared knowledge, perceptions and attitudes required for effective implementation of culturally responsive mathematics pedagogy (Gay, 2002). The purpose of this study is to begin investigative and exploratory work through the coupling of qualitative research methodology and critical race theory to examine preservice secondary mathematics teachers’ (PSMTs)experiences using CRMP in classrooms to teach diverse children. The research questions to be addressed are: How do PSMTs negotiate their experiences teaching mathematics to diverse children while immersed in CRMP professional learning activities during their practicum? What affordances and constraints provided both inside and outside of the mathematics classroom are reflected in these PSMTs instructional practices? Participants in the study explore their experiences with CRMP by addressing race, socio political, and cultural issues within education. Results of this study have implications for educators who aim to become more culturally responsive in their mathematics classroom, and for teacher education programs.