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Culturally Responsive Mathematics Teaching

684 Words3 Pages

Research shows that student learning is mediated by culture, language, and other socially constructed factors; students are best understood in relation to their environment. Emily Bonner’s 2014 article represents the conclusions of a study concentrated on analyzing pedagogical practices of successful mathematics teachers in classrooms with high populations of traditionally underserved and diverse students. The study reports on the general themes and practices of culturally responsive mathematics teaching (CMRT) that have been discovered from several years of data collection from three different mathematics classrooms. “In the mathematics classroom, mathematical knowledge and an individual’s relationship to mathematics are influenced greatly by the individual’s experiences with mathematics, many of which have been framed by teachers” (Bonner, 2014). Grounded Theory was used to gather and evaluate data from three mathematics classrooms in assorted settings, each of which was tenanted by underprivileged and diverse students. The educators were chosen for this study …show more content…

While data comprising teacher interviews and classroom observation were collected in each classroom individually over a period of 4-6 weeks, the life of the research spanned several years. The research kept on a four-stage timeline over its’ duration. The first three stages contained classroom involvement, data gathering and analysis. The final stage contained cross-classroom evaluation, theory elaboration and member check-ups. All interviews done were later coded into one of three categories; open, selective and theoretical. This was done to recognize developing themes that represented individual classroom data sets. When this data was later analyzed, connections were made between major themes spanning the different classroom, and these theme were then grouped into similar categories to show

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