A Case Study of Culturally Responsive Mathematics Teaching and Learning

• In Event: Fostering STEM Belonging and Equity Across Diverse Students and Contexts: The Promise of Asset-Based Instruction

Abstract

This study aimed to inquire about the operation of culturally responsive mathematics teaching and learning in a multi-ethnic classroom in northern Taiwan. This study applied observation, interview, and document analysis in an eighth-grade classroom to collect data. Several key findings emerged from this study. First, the development of culturally responsive mathematics teaching and learning begins with the deconstruction and reconstruction of the teacher's and students' beliefs. Second, the classroom uses critical literacy to deal with the transformation of mathematics teaching and learning. Third, at least "four bridges" form the prototype of the culturally responsive mathematics teaching and learning model. Finally, New Immigrant Children's Ethnomathematic view seems to be gradually shrinking with age.

Author

• Wen-Hua Chen, National Taipei University of Education