Urban Mathematics Teachers’ Reflections on Classroom Experiences

• In Event: Preparing Urban Teachers in a Postindustrial City

Abstract

Objectives or purposes: In allowing mathematics teachers to reflect on their experiences in the classroom, the following three questions are guiding this study:

1) How do urban educators in mathematics perceive themselves as competent in their mathematical abilities?
2) How do urban educators in mathematics perceive themselves as confident in their mathematical pedagogy?
3) How do urban educators in mathematics perceive themselves as culturally relevant in mathematics?

Perspective(s) or theoretical framework: Reflection in education is imperative to effective instruction. Research conjectures that “teacher quality and effectiveness are among the most important factors in students’ achievement” (Cochran-Smith & Fries, 2011). Culturally relevant pedagogy in mathematics is essential for urban teachers to help promote achievement for student from diverse backgrounds (Ladson-Billings, 1997). Reflections in pedagogy, confidence, and competence in mathematics can be beneficial in measuring the above factors. Analyzing one’s own teaching style allows an individual to inspect their intrinsic and extrinsic motivations of their instruction.

Methods, techniques, or modes of inquiry: The participants in this study have been admitted to a master’s degree program in mathematics education. Interviews and classroom assignments were used to assess how participants define their competence, confidence, and culturally relevant instruction in mathematics. Cooperative learning in the classroom was an added component to allow for a holistic view of the research questions. Graphic organizers were also created to display alternative methods of pedagogy. A reflection rubric (adapted from Ward & McCotter (2004)) was used as an instrument of analysis.

Data sources, evidence, objects or materials: Participants’ interviews helped to describe competence in mathematical ability and confidence in mathematical pedagogy. Class assignments and presentations were given to determine what teachers considered culturally relevant pedagogy in mathematics. Graphic Organizers were used to aggregate qualitative data surrounding the three research questions.


Results and/or substantiated conclusions or warrants for arguments/point of view: Preliminary results were the following:

i) Positive correlations with confidence and competence levels
ii) Competence levels varied depending on the amount of professional development in mathematics and mathematical exposure outside of the classroom
iii) Graphical organizers provided structure and connections for culturally relevant pedagogy in mathematics

Scholarly significance of the study or work: In strengthening the confidence, competence, and culturally relevant pedagogical strategies for urban teachers reflection is an excellent tool in promoting awareness to urban teachers. Researchers often focus on pre-service teachers and their reflections and prior beliefs regarding teaching in urban settings (Chester & Beaudin, 1996). This study examined urban teachers who have experience teaching in mathematics classrooms and challenges them to critique their own methods of instruction. Implications for improving the structure of future teacher education programs for urban teachers in mathematics are also recommended.

Author

• Viveka O. Borum, Spelman College