Culturally Responsive Mathematics Teaching and the Rights of The Learners: Exploring Vietnamese Elementary Teachers’ Experiences

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Mathematics Education: Neuroplasticity, Critical Thinking, Engagement, and Culturally Responsive Teaching (Table 10)

Abstract

Vietnam’s national curriculum reform emphasizes student-centered and competency-based learning for educational equity. This shift necessitates comprehensive teacher support and addressing power dynamics in teaching. The qualitative case study aims to introduce culturally responsive mathematics teaching (CRMT) and the rights of the learners (RotL) to Vietnamese teachers in professional development training, exploring teachers’ experiences with using CRMT and RotL in their mathematics instruction. Thematic and cross-case analyses will be used to explore teachers’ experiences and reflections. The study has implications for Vietnamese educational stakeholders, encouraging valuing students’ assets, addressing equity issues, and providing insights for U.S. teachers working with immigrant students.

Author

• Anh Pham, University of Texas - San Antonio