PME-NA

Analysis of The Implementation of a Locally Created Culturally Responsive Curriculum

• In Event: Culture in Curriculum

Description

Culturally relevant, responsive, and sustaining curricula are a key protective factor against learning loss, achievement gaps, and dis-engagement in math learning. However, most such curricula are implemented on a small-scale or supplemental to an existing curriculum. The current study examines a locally created district-wide culturally relevant math curriculum in a large urban public school district. Specifically, we explore the implementation of relevance and rigor in this curriculum in K-8 math classrooms. Analysis of interviews and observations suggest that cultural relevance was evident in many classrooms but often led to timing issues when contexts were not familiar to students. Teachers implemented lessons with variable levels of rigor. We observed significant student mathematical talk; however, teachers did not always maintain the cognitive demand of tasks and did not often foster mathematical sense-making.

Authors

• Heather Hill, Harvard University

• Madeleine Kingan, Harvard University