A Professional Development Framework for Developing Culturally Responsive Algebra Teachers in Urban Districts

• In Event: Roundtable Session 7
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 2

Abstract

Student data show that there is a need to develop a more culturally responsive mathematics teaching force. To address this issue, the authors developed a customizable framework for equity-focused professional development (EFPD) for mathematics teachers through which we hope to ultimately improve student access to mathematical knowledge. In this session we will (1) present our EFPD framework, program, and action plans, (2) present results from a research study focusing on the effectiveness of this program in terms of developing culturally responsive teachers, and (3) present political and procedural struggles that we have faced in implementing this framework (such as the “professional development gap”) in an effort to contribute to ongoing discussions about EFPD in general.

Author

• Emily Bonner, The University of Texas - San Antonio