Exploring Middle School Mathematics Teachers’ Conceptual Anchors in Culturally Responsive Mathematics Teaching

• In Event: Reimagining Mathematics Education

Abstract

Research on how mathematics teachers learn to conceptualize and enact culturally responsive mathematics teaching (CRMT) often focuses on teachers’ lack of knowledge; however, if we are to remedy past harms, researchers must take asset-based perspectives. In this paper, we promote teachers’ “glimmers” of understanding around particular dimensions of CRMT, to develop their competence and confidence in navigating the landscape of CRMT. We identify conceptual anchors and the degrees of strength in six middle school teachers’ interviews about their CRMT practices. We found that every teacher had at least one CRMT dimension at the emerging level, many with more. We discuss how such conceptual anchors can be important to elicit and understand teachers’ practice and to utilize for designing professional learning.

Authors

• Maria del Rosario Zavala, San Francisco State University

• Ethan P. Smith, Washington State University - Tri-Cities

• Meghan Comstock, University of Maryland

• Laura M. Desimone, University of Delaware