ERIC Number: EJ1087920
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 23
Defining Culturally Responsive Teaching: The Case of Mathematics
Harding-DeKam, Jenni L.
Cogent Education, v1 n1 Article 972676 2014
Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students' home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.
Descriptors: Elementary School Teachers, Elementary School Students, Culturally Relevant Education, Elementary School Mathematics, Cultural Awareness, Mathematics Instruction, Professional Development, Educational Practices, Qualitative Research, Observation, Semi Structured Interviews, Urban Schools, Private Schools, Parochial Schools, Christianity, Elementary Schools, Family Life, Advanced Placement Programs, Neighborhood Schools, Municipalities, Definitions, Student Diversity
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Colorado