Towards an Empirically Supported Definition of Culturally Responsive Mathematics Teaching

• In Event: Fostering Equitable, Culturally Responsive Instruction System-Wide: A Multidimensional Examination of Mathematics Education in Four Districts

Abstract

Purpose
Research on culturally responsive mathematics teaching (CRMT) is aspirational—largely qualitative or theoretical (Larios et al., 2022)—resulting in insufficient evidence that it can improve student outcomes (Powell et al., 2016). The AMS study aims to help fill this void by exemplifying CRMT’s influence on non-academic student outcomes (e.g., math self-efficacy). We discuss how we define and measured CRMT, its prevalence, how it influences student outcomes, associated teacher characteristics, and implications for professional learning (PL).

Perspective
CRMT refers to pedagogical knowledge, beliefs, dispositions, student expectations, and practices that promote mathematical thinking, the use of cultural and linguistic funds of knowledge as an instructional asset, and that employ mathematics as a tool for social justice (Authors et al., 2013). Effective CRMT must also be cognitively demanding and equitable (protocols, tasks, or content that personalize or differentiate instruction).

Methods
To measure cognitive demand, we used the Mathematics Scan (M-Scan) (Walkowiak et al., 2014), a validated observation protocol (Table 1). To operationalize CRMT and equitable practice, we developed and tested the psychometric properties of an observation tool. In five-minute intervals, the tool documents the occurrence of specific behaviors, discourse patterns, and activities. The tool was developed iteratively from a literature review, content analysis of observational measures, feedback from a math advisory council, and pilot tests using public videos (Tables 2 & 3).

We used both tools to code classroom observations. We calculated mean observation and teacher level domain scores to identify patterns of practice. We ran correlations with teacher survey data to identify characteristics associated with CRMT and student survey data to identify CRMT sub-domains associated with non-academic outcomes.

Data
· 85 classroom observations (n= 39 teachers; 14 schools)
· 126 teacher surveys
· 1881 student surveys

Results
We rarely observed the use of strategies commonly associated with CRMT such as engaging students’ cultural funds of knowledge and no instances of students using math as a tool for social justice (Figure 1).
Engaging in real world inquiry, exploring multiple representations of math, developing a collective understanding, engaging student funds of knowledge, and small group activities were positively associated with non-academic outcomes along with relational interactions such as valuing math persistence (Table 4). Low cognitive tasks, whole class instruction, and relational interactions like discomfort with productive struggle and rhetorical questioning were negatively associated with non-academic outcomes (Table 5).
Teachers who employed CRMT most frequently reported higher collective efficacy, the belief in a communal ability to positively influence student learning (Goddard et al., 2000).

Significance
Results affirm that CRMT instruction can positively influence student outcomes but also underscore the role of relational interactions (Battey et al., 2018). Building teacher capacity to adopt these practices is daunting. Although 96% of our teacher survey respondents reported receiving explicit training on culturally responsive pedagogy, we observed little evidence in their classrooms. Less than half strongly agreed or agreed that their PL is aligned with feedback from observations of their teaching. Recognizing that collective efficacy is a predictor of student performance (Hancock & Scherff, 2010), collective classroom observation could be an effective in-service PL approach.

Authors

• Lauren Banks Amos, Mathematica

• Micah Wood, Mathematica Policy Research, Inc