SUPPORTING NEW K-8 TEACHERS OF MATHEMATICS TO BE CULTURALLY RESPONSIVE USING A LESSON ANALYSIS TOOL

• In Event: TEACHER EDUCATION & KNOWLEDGE: DEVELOPING EQUITABLE TEACHING PRACTICE

Description

This paper describes a lesson analysis tool, and its embedded conceptual framework, designed to help teachers analyze their mathematics instructional practice from a culturally responsive standpoint. The Culturally Responsive Mathematics Teaching – Lesson Analysis Tool (CRMT6-LAT), was developed by the [PROJECT NAME] to help new teachers analyze instructional practice via video and lesson observations. The tool consists of six dimensions: cognitive demand, depth of knowledge and student understanding; mathematical discourse; power and participation; academic language supports for English language learners, and cultural/community funds of knowledge. These six dimensions have theoretical underpinnings in culturally responsive pedagogy and pedagogical content knowledge.

Authors

• Julia Aguirre, University of Washington Tacoma

• Mary Q Foote, Queens College, CUNY

• Erin Elizabeth Turner, University of Arizona

• Tonya Bartell, Michigan State University

• Corey Drake, Michigan State University

• Amy Roth McDuffie, Washington State University Tri-Cities