Knowledge of Context and Culture: Advancing Teacher Knowledge to Transform Mathematics for All

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: Justice by Design: Humanizing STEM Education Through Equity, Culture, and Teacher Development

Abstract

Mathematics teachers in socio-economically marginalized Kenyan mixed-day secondary schools face intersecting challenges—overcrowded classrooms, shortages of instructional materials, addressing diverse cultural backgrounds, and rigid curricula—that hinder equitable learning. This study introduces Knowledge of Context and Culture (KCC) as a distinct, empirically grounded refinement of teacher knowledge. Drawing on social constructivism and culturally relevant pedagogy, and using reflexive thematic analysis of lesson study sessions with nine teachers, the study identifies three core strategies—designing culturally relevant tasks, using familiar objects, and embedding real-world applications—that operationalize KCC. These practices challenge the limitations of existing frameworks and offer a practical, replicable model for responsive mathematics instruction that bridges the gap between curriculum and students’ lived experiences.

Author

• Brian Odiwuor, Syracuse University