The Essence of Conversation: The Journey to Becoming Culturally Relevant in the Urban Mathematics Classroom

• In Event: Let's Talk Equity and STEM Education

Abstract

While it is well established that Black and Latinx students in urban schools benefit from culturally relevant pedagogy (CRP), how their teachers can realize CRP theory in their classrooms is less clear. Based on a conversational analysis, the author contributes to this void illustrating how a veteran Black mathematics teacher comes to understand CRP. The study reveals how the teacher builds upon their cultural assets to develop and implement a mathematics curriculum consistent with CRP tenets: academic achievement/student learning, cultural competence, and critical consciousness. In addition to these well-cited tenets, the study also examines emergent themes of teacher mindset and classroom community and environment. The study has practical implications for practicing teachers, teacher educators, preservice teachers, researchers, and policymakers.

Author

• Kelly K. Ivy, University of Maryland - College Park