PME-NA

Situating Mathematics Methods Course In Culturally Relevant Mathematics Teaching: A self Study

• In Event: Equity and Justice in Elementary Education

Description

Mathematics teacher educators (MTEs) grapple with planning and designing their methods courses to meet the needs of the growing diverse student population. We are two MTEs who orient our courses and our teaching to Culturally Relevant Mathematics Teaching (CRMT) practices. Using self-study methodology, we examine our course syllabi, assignments, mathematical tasks, and teaching practices to evaluate the level of our implementation of CRMT. We share the descriptive initial coding of these data sources using the lens of the CRMT framework and then discuss how we refined and grouped the codes into themes that relate to the three dimensions of the CRMT framework. The preliminary findings reflect triumphs in the Rigor and Support dimension of the framework and some tensions in the Power and Participation dimensions. While we celebrate triumphs, the tensions will inform how we (re)design our courses for intentional practices and course design grounded in CRMT practices.

Authors

• Wesam Salem, University of Memphis

• Dawn M. Woods, Oakland University