From Theory to Praxis: Preservice Mathematics Teachers’ Culturally Relevant and Responsive Development

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teacher Noticing, Curriculum, and Culturally Relevant Pedagogy (Table 41)

Abstract

This paper presents the development and implementation of culturally relevant curriculum modules for preservice elementary mathematics teachers, aimed at fostering their understanding of culture's role in mathematics classrooms and promoting culturally responsive teaching practices. The study examines preservice teachers’ (PTs’) growth over three mathematics education courses as they examine their own culture, make connections between culture and mathematics instruction, and learn to create inclusive, culturally affirming learning environments. The curriculum modules incorporate activities that challenge assumptions about mathematics teaching and engage PTs in analyzing and revising mathematics tasks using a culturally relevant and cognitively demanding rubric (Matthews et al., 2013). The paper offers one way to integrate culturally relevant and responsive mathematics activities into mathematics education courses.

Authors

• Kathryn Mary Rupe, Western Washington University

• John Bragelman, University of North Georgia

• Rebecca Sue Borowski, Western Washington University