ERIC Number: EJ1210043
Record Type: Journal
Publication Date: 2019-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-2412
EISSN: N/A
Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms
Wachira, Patrick; Mburu, Jane
Multicultural Learning and Teaching, v14 n1 Mar 2019
As the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.
Descriptors: Culturally Relevant Education, Mathematics Instruction, Mathematics Teachers, Constructivism (Learning), Preservice Teachers, Preservice Teacher Education, Student Diversity, Learning Theories, Student Centered Learning, Problem Solving, Cooperative Learning, Teacher Role
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A