Culturally Relevant Frameworks for Black Mathematics Students

• In Event: Advancing Equity in STEM With Culturally Relevant Pedagogy

Abstract

There have been many manuscripts that tell practitioners that they should be using culturally relevant pedagogy (CRP). What seems to be under-researched is how to connect to Black culture within mathematics teaching. Extant literature provides appropriate attention to their mathematics learning, but the ways in which to improve learning experiences for Black students that reflect culturally relevant frameworks is worth summarizing and extending. This study utilized a systematic review to explore CRP use in mathematics among Black students specifically. ERIC, one of three databases used here, returned 228 studies initially; 18 articles were retained and support preliminary findings. We identified two broad areas that would capture the overarching themes of mathematics teaching, cultural relevance, and pedagogy.

Authors

• Nickolaus Alexander Ortiz, Michigan State University

• Trina J. Davis, Texas A&M University - College Station