In Educational Stakeholders' Voices: Black Middle-School Students’ Perspectives of Culturally Responsive Mathematics Teaching

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: #STEM: Navigating STEM K–12 (Table 14)

Abstract

Despite mathematics teaching and learning often resembling the pedagogy of poverty, culturally relevant pedagogy (CRP) has been suggested by researchers as an equity pedagogy giving culturally diverse students cultural capital in the mathematics classroom. This study aims to highlight Black middle school students’ perspectives of culturally responsive mathematics teaching (CRMT). Students offered multiple perspectives which existed within one or more themes of (1) confidence and understanding, (2) perspectives on the teacher, (3) classroom engagement, and (4) feeling culturally represented in the curriculum. Ultimately, students voiced having benefitted from CRMT hence, the necessity for space where students voice what works best for them and the potential solutions for downfalls concerning their mathematics academic achievement.

Author

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