Culturally Responsive Mathematics Teaching: A Research Synthesis

• In Event: 45.026 - Mathematics Within Social and Cultural Contexts: Promising Perspectives and Practices

Abstract

Culturally and linguistically diverse (CLD) learners are becoming increasingly prevalent across public schools in the U.S. A major challenge facing today’s teachers who are primarily White, middle-class, and monolingual is in meeting the needs of learners from CLD backgrounds. Culturally responsive mathematics teaching (CRMT) can help teachers and schools provide equitable and successful learning experiences for all students. We identified and synthesized 35 studies (26 qualitative, six mixed-methods, three quantitative) that describe the current implementation of CRMT with CLD students. The studies were conducted from 1993 to 2018. We identified seven overarching themes and summarized findings across the studies. We also addressed the scholarly significance of the current research and made recommendations for policy, practice, and research.

Authors

• Naheed A. Abdulrahim, The University of Kansas

• Michael John Orosco, University of Kansas