CRP (Culturally Relevant Pedagogy) Changed Me: A Black Mathematics Teacher's Change in Practice While Implementing Culturally Relevant Pedagogy

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Decolonizing Teacher Education: Cultivating Professional Growth, Culturally Relevant Pedagogy, and Racial Equity in Education (Table 11)

Abstract

Mathematics teachers are reluctant to embrace culturally relevant pedagogy (CRP), inadvertently sustaining deficit paradigms of teaching in mathematics classrooms. Research shows that culturally responsive mathematics teaching (CRMT) can be a vital remedy to repair mathematics education for historically marginalized students. This study offers Ms. Collier, a Black, experienced, and highly-regarded urban middle school mathematics teacher, eager to reflect on the changes in her pedagogy due to experiencing professional development (PD) on the theoretical and empirical literature on CRP. More specifically, this study illuminates the outcomes of teachers’ professional learning. Using the framework of Teacher Change Theory, this qualitative case study examined Ms. Collier’s expressed awareness of change in practice and change as a mathematics teacher of Black and Latinx students.

Author

• Kelly K. Ivy, University of the District of Columbia