A QuantCrit Investigation of Instructional and Testing Practices in U.S. Mathematics Classes

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Abstract

This study uses the QuantCrit extension of Critical Race Theory to investigate the relationship between the instructional and testing practices used by teachers of U.S. mathematics classes and whether that relationship changes based on the racial composition of the class. Findings suggest that there is a strong relationship between the instructional approach a teacher uses with their class and the types of tests they give, and that teachers with more student-centered instruction appear to have larger race-based discrepancies in their testing practices.

Author

• Sarah Wellberg, University of Virginia