2026 Conference Archive
Culturally Sustaining Mathematics Teaching: Learning Together
Location
Boston 1
Session Format
Presentation
Abstract
This project documents the experience of three Latina preservice teachers (PSTs) with mathematics education, working with a Latina professor. The goal was to deepen their understanding of culturally sustaining mathematics teaching (CSMT) by moving from theoretical knowledge to practical application, while mentoring each other.
A central finding of the project was the impact of peer collaboration on the PSTs pedagogical growth. Student 2 reflected: “This experience is really eye opening. Before that, if you would have asked me at the beginning ‘what your teacher style is?’, I probably would have said ‘student centered’. But seeing and hearing people telling me how I did in my class, I realize maybe I am a little bit ‘teacher centered’”. This shows that observing each other and being a part of a community based on trust, helped them grow as teachers.
Another key finding was the growth experienced by the Latina PSTs in regards to CSMT. Initially, the PSTs’ understanding of CSMT was largely academic and superficial. Through the project they were able to brainstorm ideas, share resources, and provide constructive feedback on their lesson plans, even creating teaching materials.
The project concludes that intentional, collaborative spaces are crucial for developing culturally competent educators.
Keywords
Math education, pre service teacheres, mathematics education
Professional Bio
Paula Guerra has been a Mathematics Education Professor at Kennesaw State University since 2012. Her research interests revolve around the teaching and learning of mathematics to girls and specifically, Latinas.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Guerra Lombardi, Paula P.; Rodriguez, Sanjuana; Jackson, Virginie; Adams, Megan; Perez Castellanos, Jennifer; Alvarez, Sandra; and Varas Fernandez, Judith, "Culturally Sustaining Mathematics Teaching: Learning Together" (2026). Georgia Educational Research Association Conference. 37.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/37
Culturally Sustaining Mathematics Teaching: Learning Together
Boston 1
This project documents the experience of three Latina preservice teachers (PSTs) with mathematics education, working with a Latina professor. The goal was to deepen their understanding of culturally sustaining mathematics teaching (CSMT) by moving from theoretical knowledge to practical application, while mentoring each other.
A central finding of the project was the impact of peer collaboration on the PSTs pedagogical growth. Student 2 reflected: “This experience is really eye opening. Before that, if you would have asked me at the beginning ‘what your teacher style is?’, I probably would have said ‘student centered’. But seeing and hearing people telling me how I did in my class, I realize maybe I am a little bit ‘teacher centered’”. This shows that observing each other and being a part of a community based on trust, helped them grow as teachers.
Another key finding was the growth experienced by the Latina PSTs in regards to CSMT. Initially, the PSTs’ understanding of CSMT was largely academic and superficial. Through the project they were able to brainstorm ideas, share resources, and provide constructive feedback on their lesson plans, even creating teaching materials.
The project concludes that intentional, collaborative spaces are crucial for developing culturally competent educators.
