Students' Perceptions of Culturally Relevant and Ambitious Teaching in Mathematics

• In Event: Students' Perceptions and Experiences in Mathematics

Abstract

Education scholars have frequently advocated for the use of ambitious and culturally relevant teaching, but we know little about students’ views of these teaching practices. In our study, we use student survey data to examine how students describe their mathematics teacher’s ambitious and culturally relevant teaching, and how those practices translate into their engagement and self-efficacy in mathematics, and to social and community-based actions. Our results showed similar reports of teaching and outcomes by race and gender. However, girls (both White and Black) reported significantly more culturally relevant teaching than boys (both Black and White). We also found that integrating culturally relevant teaching into ambitious teaching increases students' self-efficacy, which in turn, leads to increased engagement in mathematics.

Authors

• Camila Polanco, University of Delaware
  Presenting Author

• Nicholas S. Bell, University at Albany - SUNY
  Presenting Author

• Roderick L. Carey, University of Delaware
  Presenting Author

• Laura M. Desimone, University of Delaware
  Non-Presenting Author