Mathematics Teacher’s Five-Year Journey with Culturally Relevant Pedagogy: Before, During and After a Professional Development

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Continuing the Explication of the Roles of Race and Culture in Mathematics Teaching and Learning

Abstract

In this five-year, longitudinal case study, we worked to understand how an elementary mathematics teacher, certified in culturally relevant pedagogy (CRP) by district-designed professional development (PD) “took up” CRP overtime. Data were collected over five consecutive years focusing on the teacher’s first three years within the profession, followed by a year of her involvement in district PD, and later, her mathematics instruction a year post-PD. Data were collected via classroom lesson observations (including use of an observation measure), interviews, questionnaires, journal protocols, and other artifacts. The results focus on how the teacher evolved in her practice with CRP over time. This study may further inform how we think about teachers’ journeys taking up CRP to best support historically marginalized learners.

Authors

• Casedy A. Thomas, Virginia Polytechnic Institute and State University

• Robert Q. Berry, Indiana University