The Power and Possibilities of Reaching At-Risk Students in Mathematics

• In Event: AERA Poster Session 2
  In Poster Session: Mathematics Learning

Abstract

How does a teacher take a subject, deemed by many as being an anathema and incomprehensible to those devoid of a ‘math gene’, and render it engaging and accessible to a diversity of learners? Through undertaking a single case study of a Grade 5 teacher in a high-needs, urban school, I investigated the pedagogy of a teacher who powerfully impacted her most at-risk students by increasing their engagement and proficiency in mathematics. Analysis of the data revealed certain practices can be employed to reach our most disadvantaged and academically at-risk students. Evaluating this teacher through the lens of the culturally responsive pedagogy (CRP) framework, a salient finding is the need for teachers to embody the heart and essence of CRP.

Author

• Genie Kim, Tyndale University College & Seminary