Understanding and Supporting High School Mathematics Teachers’ Culturally Responsive Mathematics Assessment and Teaching

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Beliefs, Practices, and Identities: Reframing Mathematics Teaching Through a Human-Centered Lens

Abstract

This mixed methods study uses data from a national survey of high school mathematics teachers to understand how teachers implement culturally responsive mathematics teaching (CRMT) and culturally responsive assessment (CRA), and to determine how race/ethnicity course taking in college can support teachers in these equitable practices. Teachers reported adjusting examples to match students’ backgrounds, providing instructional supports, and listening to students share their experiences. Race/ethnicity course taking in college was associated with higher frequencies of CRA/CRMT practices in teaching, even after controlling for teacher racial identification. The results show the need to support mathematics teachers in using CRA to build racial and cultural knowledge of students, and the potential for race/ethnicity courses to support teachers’ CRMT practices.

Authors

• Lawrence Teng, University of Texas at Austin

• Yasmiyn Irizarry, University of Texas at Austin

• Tia C. Madkins, The University of Texas at Austin