Supporting Teacher Implementation of Culturally Responsive Pedagogy: Lessons Learned From Exploratory Work in Mathematics

• In Event: Supporting Teacher Growth: Pedagogy Rooted in Culture

Abstract

A critical aspect of culturally responsive pedagogy (CRP) is situating content within learning contexts that leverage students’ cultural backgrounds to make learning experiences relevant (Gay, 2013) while affirming students’ cultural identities (Ladson-Billings, 1995). We applied this principle to the development of a teacher learning module intended to support teachers’ analysis of middle school students’ mathematical reasoning and implementation of CRP. Results from a pilot study demonstrated that while the module was successful at promoting discourse about students’ mathematical reasoning, teachers made broad generalizations about student engagement that did not reflect students’ cultural identities or community concerns. Teachers may benefit from opportunities to reflect on students’ cultural identities and concrete examples of community-based learning contexts that reflect students’ lived experiences.

Authors

• Eowyn P. O'Dwyer, Rutgers University

• Heather Howell, Educational Testing Service

• Leslie Nabors Olah, Assessment for Good

• Kyle T. Foster, Educational Testing Service

• Shona Ruiz Diaz, Educational Testing Service