Mathematics Teacher Educators Learn from Dilemmas and Tensions in Teaching About/Through Culturally Relevant Pedagogy

Nolan, Kathleen; Keazer, Lindsay M.

doi:10.1007/978-3-030-62408-8_16

Cited by 7 publications

(9 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nolan and Keazer [60] describe CRP "as a critical component of teaching in ways that value and incorporate children's diverse cultural and community knowledge resources" (p. 151). This approach can be considered a response to the beliefs about mathematics as non-complex, value-free and culturally neutral [61]. When mathematics classrooms are framed within these beliefs, the learning situations tend to be oriented around direct instructions that promote method rigidity [62].…”

Section: Storylines About the Importance Of Accepting Diverse Methods...mentioning

confidence: 99%

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

et al. 2023

View full text Add to dashboard Cite

We have interviewed becoming mathematics teachers, in the last semester of their education, asking how they experience their time as teacher students with the focus on inclusive teaching. In their forthcoming daily work, they will be responsible for arranging for inclusive teaching that addresses all the learners’ needs in mathematics. We believe the voices of future teachers are important to include in conversations about how programs prepare future mathematics teachers for the work of teaching in today’s schools and classrooms. We used storylines as a theoretical construct to discuss the socio-political aspects of mathematics teacher education through the lens of two research questions: What storylines emerged in interviews with becoming mathematics teachers in their last semester of teacher education when they talked about teaching in diverse classrooms? What implications might these storylines have on mathematics teacher education? Our analysis made us aware of three important storylines: (1) storylines about the importance of language in mathematics education; (2) storylines about the importance of accepting diverse methods when doing mathematics; and (3) storylines about issues of invisibility at play in mathematics classrooms. In this paper, we discuss the importance of creating space for discussions in teacher education about issues that may challenge inclusive practices in mathematics classrooms.

show abstract

Section: Storylines About the Importance Of Accepting Diverse Methods...mentioning

confidence: 99%

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

et al. 2023

View full text Add to dashboard Cite

show abstract

“…The first tenant of Academic Success pertains to enabling student academic achievement regardless of social inequities and hostile classroom environments (Ladson-Billings, 2006 ). Ladson-Billings ( 2014 ) and others (e.g., Nolan & Keazer, 2021 ) stress the importance of cultural competence and sociopolitical consciousness , because the goal is not just making the dominant version of mathematics more accessible, but rather changing what mathematics is taught. Ladson-Billings ( 2006 ) explained that she does not want to say how to enact them, though, because the way they should be enacted depends on the individual students with their unique contexts and backgrounds.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ladson-Billings ( 2006 ) explained that she does not want to say how to enact them, though, because the way they should be enacted depends on the individual students with their unique contexts and backgrounds. CRP does not describe a list of practices or tasks that can be added to current teaching, but rather an approach that guides all aspects of instruction (Nolan & Keazer, 2021 ). To complicate matters, most studies of CRP have been conducted with racially homogeneous classrooms, for example, “All African American classes, all Latino/a classes, and so forth” (Morrison et al, 2008 , p. 443).…”

Section: Literature Reviewmentioning

confidence: 99%

Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions

Shultz

Nissen³

et al. 2023

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students’ experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors’ perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors’ hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students’ informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers.

show abstract

“…Particularly, the teachers have to put extra effort into interpreting information through the verbal, body, and sign language to help the hearing-impaired students learn mathematics. Their steps are crucial, as mistakes in writing and sign language synchronization result in bias in expressing a mathematics concept or symbol (Husniati et al, 2020;Nolan & Keazer, 2021). The results of previous studies concerning teachers' strategies in optimizing mathematics learning for hearing-impaired students are shown in Table 3.…”

Section: How Do Teachers Teach Mathematics To Students With Hearing I...mentioning

confidence: 99%

Mathematics learning for students with special needs

2023

Pegegog

View full text Add to dashboard Cite

Learning limitations have mostly been observed among school-age children. Simultaneously, inclusive education does not only place students with special needs in the general classroom but also expect those students to be meaningfully involved in the curriculum and mathematics learning activities, along with their classmate. The current study purpose is to explore the mathematics learning strategies for students with special needs, primarily the students with vision impairment, autism, and hearing impairment. This study was carried out by selecting the 2011-2022 published scientific articles and categorizing them. The 17 selected articles focused on mathematics learning for students with vision impairment, autism, and hearing impairment. Following our review results, the recently available mathematics learning should be accommodate students with special needs by providing learning media and explicit instruction. Besides, the special education teacher can aid the mathematics teacher by informing the development stage, excellence, and weakness of each special needs student, while also helping formulate the most effective mathematics learning.

show abstract

Mathematics Teacher Educators Learn from Dilemmas and Tensions in Teaching About/Through Culturally Relevant Pedagogy

Cited by 7 publications

References 33 publications

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times

Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions

Mathematics learning for students with special needs

Contact Info

Product

Resources

About