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ERIC Number: EJ1224482
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2156-1400
A Qualitative Metasynthesis of Culturally Relevant Pedagogy & Culturally Responsive Teaching: Unpacking Mathematics Teaching Practices
Thomas, Casedy A.; Berry, Robert Q., III
Journal of Mathematics Education at Teachers College, v10 n1 p21-30 Spr 2019
This article uses Culturally Relevant Pedagogy (CRP) and Culturally Responsive Teaching (CRT) as the theoretical frameworks and qualitative metasynthesis as the methodological framework to synthesize qualitative research published between 1994 and February of 2016. Initial searches produced 1,224 articles, but through a process of appraisals, 12 articles were synthesized to understand how researchers interpret mathematics teaching practices that support CRP and CRT in pre-kindergarten through 12th grade. There were five findings focused on teacher practices, classroom interactions, and student experiences with CRP and CRT within mathematics education, including: caring, context, cultural competency, high expectations, and mathematics instruction.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A