Diversity and Equity Initiatives in the Math Classroom: The Competing Roles of Content and Pedagogy

• In Event: Diversity and Activism in Teacher Education

Abstract

Extant research on how mathematics teachers conceptualize and enact culturally responsive math teaching (CMRT) continues to demonstrate a discrepancy between teachers’ ideological alignment with the practices of CRMT and what is translated into the classroom. A closer analysis of literature reveals differences in the ways CRMT theories are framed and posed to teachers, particularly when it comes to the dimensions of social justice and culture. On the one hand, some frameworks position pedagogical moves as the driving component of equitable math instruction, while others place the content itself as the primary vehicle for furthering justice and critique of power. This theoretical paper outlines the spectrum of ideas and discusses the implications and need for clarity.

Author

• Stephanie Welch, Texas Tech University
  Presenting Author