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ERIC Number: ED542297
Record Type: Non-Journal
Publication Date: 2012-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1324-9320
Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?
Sparrow, Len; Hurst, Chris
Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012)
The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers' knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners' socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children. (Contains 2 figures and 1 table.)
Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Association for Research in Education (AARE)
Identifiers - Location: Australia