Elementary Mathematics Teachers’ Perspective of Culturally Relevant Pedagogy to Support and Enhance Black Students’ Learning (Poster 27)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

Very often, elementary mathematics teachers working in culturally diverse schools are encouraged to incorporate Culturally Relevant Pedagogy (CRP) to support, enhance, and honor their students’ learning and cultural backgrounds. In light of this pedagogical practice, this study investigated the perspective of two urban elementary mathematics teachers of CRP to support and enhance the learning of Black students during mathematics instruction. From the collected data, the elementary teachers described and explained their instructional practices related to the three tents of CRP - academic success, cultural competence, and critical consciousness. However, the findings revealed some of the elementary teachers’ mathematical instructional practices reflected Culturally Responsive Teaching (CResT). Consequently, a distinction between the three tenets of CRP and the practices of CResT is recommended.

Author

• Jermaine R. Howell, Michigan State University