Becoming a Teacher Educator of Culturally Relevant Mathematics Education

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Self-Studies of Enacting Equity-Centered, Culturally Relevant Teacher Education (Table 13)

Abstract

After decades of focusing on culturally relevant pedagogy (CRP), scholars have reported that the success of its implementation is limited for reasons that include inadequate teacher and teacher educator understanding of culturally relevant instruction as a practice. The objective of this study is to examine how one mathematics teacher educator examined their practice of culturally relevant mathematics education and responded to hurdles to increase understanding and embrace of CRP. Data sources were the teacher educator’s auto-ethnography and artifacts of teaching. The results included focusing on teacher candidates’ understanding of culture and using case studies to develop an understanding that all teaching is cultural and sociopolitical.

Author

• Jessie C. Store, Alma College
  Presenting Author