Math Has Culture Too! Black Student Voices Heard in Culturally Responsive Teaching

• In Event: Teacher Leadership Within STEM

Abstract

Culturally relevant pedagogues guide Black students to connect to and question their worlds. The narratives of Black students connecting to math lessons are highlighted within this study. Teacher-student relationships and future aspirations and goals of minoritized students are investigated and measured during the facilitation of culturally responsive, cognitively demanding math lessons. Actively imploring woke responsive mathematics connects the overarching fluidity of Culturally Relevant Pedagogy as culture consistently changes.

Authors

• Simone Brown, Eastern Michigan University

• Rema Reynolds, Eastern Michigan University

• Clyde Barnett, Eastern Michigan University

• Donya Odom, Eastern Michigan University

• Dikea Ahisha Taylor-Santiago, Eastern Michigan University

• Mia Rollack, Eastern Michigan University