Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching

2018 ◽  
pp. 25 ◽  
Author(s):  
Roberta Hunter ◽  
Jodie Hunter ◽  
Glenda Anthony ◽  
Katrina McChesney
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Mathematical Inquiry ◽  
Inquiry Communities

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Patrick Wachira ◽  
Jane Mburu
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Students ◽  
Diverse Classrooms ◽  
Responsive Pedagogy ◽  
Linguistic Backgrounds

AbstractAs the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners

2005 ◽  
Vol 11 (5) ◽  
pp. 249-255 ◽  
Author(s):  
Diane Torres-Velasquez ◽  
Gilberto Lobo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
English Language ◽  
Real Life ◽  
Responsive Teaching ◽  
Home Culture ◽  
Dynamic Form

Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.

scholarly journals The development of a model of culturally responsive science and mathematics teaching

2013 ◽  
Vol 8 (4) ◽  
pp. 803-820 ◽  
Author(s):  
Cecilia M. Hernandez ◽  
Amanda R. Morales ◽  
M. Gail Shroyer
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
And Mathematics

scholarly journals Enjoying Maximising Opportunities For Learning Mathematics

2013 ◽  
Vol 3 (1) ◽  
pp. 27-38
Author(s):  
Robin Averill
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Research Practice ◽  
Learning Mathematics ◽  
Opportunities For Learning ◽  
Mathematics Teaching And Learning ◽  
Education Model ◽  
Caring Teacher

In this keynote we will examine and participate in mathematics teaching and learning practices that contribute to strong learning focussed relationships and enjoyment of mathematics learning. Pedagogies, learning experiences, and caring teacher behaviours that include and extend beyond traditional mathematics teaching practices will be presented as examples of how academic relationships can be fostered towards all students making strong mathematics learning gains. The use of contexts that students find realistic, meaningful, and engaging will be discussed. A culturally responsive mathematics education model that encompasses cognitive, social, physical, and spiritual dimensions will be used to consider themes from the keynote session. Examples of research-practice links will be discussed.

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