Theorizing Classroom Domain: Culturally Responsive Classroom Management in the Urban Mathematics Classroom

• In Event: Advancing Racial Equity Through Policy and Practice

Abstract

This study aims to dismantle racial injustice by reimagining the structure of mathematics education for Black and Brown students. We theorize and study the classroom domain, the intersection between classroom environment and community. We envision classroom domain as the culturally responsive teacher moves that are input into the classroom, whose output is to cultivate a space mutually belonging to the teacher and the students. We find that our focal teacher establishes a classroom domain through teacher moves like electing student teachers. This in turn cultivates student moves including students holding one another accountable. Through this classroom domain, the students not only perceive that they better understand and engage with mathematics, but they are also excited about their learning.

Authors

• Kelly K. Ivy, University of the District of Columbia

• Tarik Buli, University of Maryland