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.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

scholarly journals Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Kevin Grady Murry ◽  
Melissa Holmes ◽  
Shabina Kavimandan
Keyword(s):  
Prior Knowledge ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Phenomenological Research ◽  
Cultural Responsiveness ◽  
Social Constructivist ◽  
Responsive Teaching ◽  
Teacher Readiness

Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

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.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 499-520
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness

2019 ◽  
Vol 54 (9) ◽  
pp. 1262-1289
Author(s):  
Heather B. Cunningham
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Culturally Responsive Teaching ◽  
Cultural Context ◽  
Culturally Responsive ◽  
International Student ◽  
Teaching Practice ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
International Student Teaching

This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.

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