Evaluating Cultural Assumptions in Standardized Math Exam Tasks: Teacher Candidates' Insights and Revisions

• In Event: Cultivating Culturally Responsive Teaching: Insights From Preservice Teacher Experiences and Reflections

Abstract

In this study, we explored how teacher candidates (TCs) identified and addressed cultural assumptions in STAAR (State of Texas Assessments of Academic Readiness) math questions. Twenty Latine TCs from Southland University (pseudonym) reviewed 5th grade questions to assess cultural assumptions and suggest revisions for cultural relevancy. TCs identified assumptions in unfamiliar currency, non-standard measurement units, and culturally specific terms. Their revisions of the questions included simplifying language and providing contextual examples to enhance clarity, aligning with the first tenet of culturally relevant pedagogy (CRP). However, few revisions addressed fostering cultural competence and critical consciousness. This study underscores the importance of integrating comprehensive CRP training in teacher preparation programs to better equip TCs to create culturally responsive teaching practices.

Authors

• Weverton Ataide Pinheiro, Texas Tech University

• Delia Carrizales, Texas Tech University

• Linnie Greenlees, Texas Tech University

• Elyssa Cherry Shive, Texas Tech University

• Rebekah Lea Phelps, Texas Tech University

• Fernando Valle, Texas Tech University