Using Cultural-Historical Activity Theory to Examine Mediating Elements of Culturally Responsive Elementary Mathematics Teaching

• In Event: Conceptualizing and Enacting Equity-Focused STEM Instruction

Abstract

This qualitative study uses Cultural-Historical Activity Theory (CHAT) as a theoretical lens to examine mediating factors that influence the implementation of culturally responsive teaching (CRT). The focal district in this study offers teachers CRT certification through professional development opportunities and involvement in communities of practice. A multi-case study nested within the larger study was conducted to investigate particular elements in the activity system that were impacting the elementary mathematics instruction of three district-level, CRT certified teachers. Data were collected through observations, interviews, journal protocols, questionnaires, and artifacts. The findings illustrate how elements of CHAT such as tools, divisions of labor (structural supports), communities of practice, and rules were mediating the teachers’ delivery of CRT and their perceptions of such elements.

Author

• Casedy A. Thomas, University of Virginia