It’s More Than Just Numbers: Mathematics Task Adaptations for Cultural Relevance

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 1
  In Roundtable Session: Beyond Tools and Tasks: Reimagining STEM Teaching Through Technology, Equity, and Teacher Insight

Abstract

This paper explores how inservice elementary teachers engage with the Culturally Relevant, Cognitively Demanding Task Rubric (CRCD) to adapt mathematics tasks for cultural relevance. While teachers often default to familiar areas such as mathematical rigor, use of the CRCD prompted reflection on deeper components of culturally relevant pedagogy, including student identity and community knowledge. Findings suggest that, although teachers shifted from deficit to asset-based thinking and considered new dimensions of relevance, they often avoided challenging elements, such as empowering student decision-making. The CRCD created a meaningful disruption in teacher practice, highlighting the need for sustained support and critical reflection. This work contributes to ongoing efforts to make mathematics instruction more equitable, particularly in rural school contexts.

Authors

• Kelly Dollarhide, University of Georgia

• Susan Ophelia Cannon, University of Georgia