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ERIC Number: EJ868636
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0018-1498
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students
Leonard, Jacqueline; Napp, Carolina; Adeleke, Shade
High School Journal, v93 n1 p3-22 Nov-Dec 2009
Culturally relevant pedagogy is not well understood as an instructional strategy in the mathematics classroom. This study reveals the challenges two teachers faced when they implemented a pilot project with ninth and tenth grade ESOL students. The task they envisioned as culturally relevant did not capture their ESOL student's interests; rather, it caused both teachers and students to wrestle with tensions around cultural relevance. The major findings of this study is teachers' beliefs and identities are complicated with CRP. Specifically, it changed two teachers' beliefs about teaching mathematics and their role in the mathematics classroom. It also informed the teachers-researcher about the needs of teacher prior to implementing CRP. Although the task allowed ESOL students to acquire specific knowledge and to develop critical consciousness, it did little to enhance their cultural competence. Understanding the nuances if CRP will help teachers to better operationalize it. (Morrison, Robbins & Rose, 2008). (Contains 1 figure, 4 tables and 5 footnotes.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A