Reimagining Student Success in Culturally Diverse Mathematics Classrooms.

Location

Lamar A

Proposal Track

Practice Report

Session Format

Presentation

Abstract

Defining student success has remained both ambiguous and subjective. The absence of agreement surrounding its meaning permit continued disarray that prevents theorists and practitioners from reimagining the concept as it affects students (Gillett-Karam, 2016). Nonetheless, student success is arguably a function of many attributes including, but not limited to, home, community, and school. School, more specifically students’ interactions with teachers, being ostensibly more vital in determining, shaping, and influencing student success. According to Darling-Hammond (2010), teachers serve as the most important factor in student learning, achievement, and success. However, success is often a relative concept and when determined by rigid rules of numbers, percentages, and assessments students’ ways of knowing could become conflictual in the classroom. Researchers (Gay, 2013; Irvine, 2010; Ladson-Billings, 1995) opined that how and what students know and learn are culturally bound. Therefore, teachers unresponsive to the importance of students’ cultural capital and its impact on student success could lead to students experiencing academic struggles and failures. Thus, reimagining student success starts in the classroom with effective culturally responsive teachers. The purpose of this presentation is to explore ways in which teachers could begin the process of redefining student success for their classroom. The contents of this presentation have implications for teachers and teacher educators who seek to promote academic success for all students.

Keywords

Student Success Culturally Diverse Mathematics

This document is currently not available here.

Share

COinS
 
Oct 6th, 10:30 AM Oct 6th, 12:15 PM

Reimagining Student Success in Culturally Diverse Mathematics Classrooms.

Lamar A

Defining student success has remained both ambiguous and subjective. The absence of agreement surrounding its meaning permit continued disarray that prevents theorists and practitioners from reimagining the concept as it affects students (Gillett-Karam, 2016). Nonetheless, student success is arguably a function of many attributes including, but not limited to, home, community, and school. School, more specifically students’ interactions with teachers, being ostensibly more vital in determining, shaping, and influencing student success. According to Darling-Hammond (2010), teachers serve as the most important factor in student learning, achievement, and success. However, success is often a relative concept and when determined by rigid rules of numbers, percentages, and assessments students’ ways of knowing could become conflictual in the classroom. Researchers (Gay, 2013; Irvine, 2010; Ladson-Billings, 1995) opined that how and what students know and learn are culturally bound. Therefore, teachers unresponsive to the importance of students’ cultural capital and its impact on student success could lead to students experiencing academic struggles and failures. Thus, reimagining student success starts in the classroom with effective culturally responsive teachers. The purpose of this presentation is to explore ways in which teachers could begin the process of redefining student success for their classroom. The contents of this presentation have implications for teachers and teacher educators who seek to promote academic success for all students.