Mathematics Teaching Practices of Culturally Relevant, Responsive, and Sustaining Pedagogy: A Qualitative Metasynthesis

• 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

This qualitative metasynthesis examined the mathematics teaching practices of culturally relevant pedagogy, culturally responsive teaching, and culturally sustaining pedagogy in K-12 mathematics classrooms. The analysis and interpretation of research findings provided seven themes of K-12 teaching practices that were documented by researchers. The seven themes that emerged from the thirteen peer-reviewed articles were: (a) high expectations, (b) cultural competence, (c) caring relationships, (d) mathematics instruction, (e) relevant mathematics instruction, (f) critical consciousness, and (g) culturally sustaining math practices. The findings also provided instructional practices for K-12 teachers in disrupting existing practices of inequity experienced by marginalized students in U.S. classrooms.

Author

• Jermaine R. Howell, Michigan State University