Online Discourse: Examining Preservice Elementary Teachers’ Burgeoning Awareness of Cultural Responsiveness in Mathematics Education

Presenter Information

Natasha Ramsay-Jordan Dr.Follow

Location

Mathematics Instruction (Session 2 Breakouts)

Proposal Track

Research Project

Session Format

Presentation

Abstract

Examining preservice elementary school (PES) teachers’ perspectives in the design of teacher education methods courses serves as an innovative solution to increase PES teachers’ participation, reflection, and cultural responsiveness in mathematics education. Culturally responsive mathematics teaching (CRMT) provides opportunities for teachers to meet the needs of diverse learners while offering PES teachers with responsive tools and strategies to ensure student learning. This study examines the effect of PES teachers’ online discourse when prompt with an online curriculum designed to increase race, gender, culture, political, and socioeconomic talk. A social constructivist framework is employed to promote online engagement and argumentation among PES teachers in a variety of social and cultural settings (Lin, Hong, & Lawrentz, 2012). Particular focus is on PES teachers’ online progress, such as their online participation, discourse, and reflections. This presentation serves as a platform to share PES teachers’ experiences in developing culturally responsive mathematics practices. Findings and analysis from PES reflections help initiate an action plan that will guide the next phase of implementation.

Reference
Lin, H., Hong, Z, & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59, 378-384.

Keywords

Preservice Elementary Teachers, Culturally Responsive Mathematics Teaching, Online Discourse

Professional Bio

Dr. Natasha Ramsay-Jordan is an Assistant Professor of Mathematics Education at the University of West Georgia. She is currently a faculty member within the College of Education. Her mission centers on preparing and supporting exemplary teachers who individually and collectively influence the betterment of society within a diverse, changing environment.

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Oct 2nd, 9:45 AM Oct 2nd, 10:45 AM

Online Discourse: Examining Preservice Elementary Teachers’ Burgeoning Awareness of Cultural Responsiveness in Mathematics Education

Mathematics Instruction (Session 2 Breakouts)

Examining preservice elementary school (PES) teachers’ perspectives in the design of teacher education methods courses serves as an innovative solution to increase PES teachers’ participation, reflection, and cultural responsiveness in mathematics education. Culturally responsive mathematics teaching (CRMT) provides opportunities for teachers to meet the needs of diverse learners while offering PES teachers with responsive tools and strategies to ensure student learning. This study examines the effect of PES teachers’ online discourse when prompt with an online curriculum designed to increase race, gender, culture, political, and socioeconomic talk. A social constructivist framework is employed to promote online engagement and argumentation among PES teachers in a variety of social and cultural settings (Lin, Hong, & Lawrentz, 2012). Particular focus is on PES teachers’ online progress, such as their online participation, discourse, and reflections. This presentation serves as a platform to share PES teachers’ experiences in developing culturally responsive mathematics practices. Findings and analysis from PES reflections help initiate an action plan that will guide the next phase of implementation.

Reference
Lin, H., Hong, Z, & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59, 378-384.