Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
The purpose of this article is to synthesize empirical research conducted on culturally responsive mathematics teaching (CRMT) with culturally and linguistically diverse (CLD) learners. Thirty-five published studies between 1993 and 2018 met the criteria for inclusion in this review. Criteria included: (a) the study was published in a peer-reviewed journal, (b) the study was conducted within a K-12 U.S. public school context with practicing teachers, (c) culturally responsive teaching or culturally relevant pedagogy was part of the study’s theoretical framework, and (d) information about methods was reported. Findings reveal the value of CRMT in fostering equitable and inclusive mathematics learning environments. More research on CRMT with CLD students in school settings is warranted. Implications for policy, practice, and research are discussed.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching (Document No. IC-2). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/.
Aguirre, J. M., & Zavala, M. del Rosario. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8, 163–190. https://doi.org/10.1080/1554480x.2013.768518. CrossRef
Au, K. H. (2006). Multicultural issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum Associates.
Barta, J., & Brenner, M. E. (2009). Seeing with many eyes: Connections between anthropology and mathematics. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 85–110). New York, NY: Routledge.
Bartell, T. G. (2011). Caring, race, culture, and power: A research synthesis toward supporting mathematics teachers in caring with awareness. Journal of Urban Mathematics Education, 4, 50–74.
Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44, 129–163. https://doi.org/10.5951/jresematheduc.44.1.0129. CrossRef
Bartell, T., Wager, A., Edwards, A., Battey, D., Foote, M., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with the standards for mathematical practice. Journal for Research in Mathematics Education, 48, 7–21. https://doi.org/10.5951/jresematheduc.48.1.0007. CrossRef
Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39, 464–488.
Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record, 110, 608–645.
Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76–83. https://doi.org/10.1016/j.learninstruc.2016.02.001. CrossRef
Bullock, E. C. (2012). Conducting “good” equity research in mathematics education: A question of methodology. Journal of Mathematics Education at Teachers College, 3, 30–36.
Celedón-Pattichis, S., Peters, S. A., Borden, L. L., Males, J. R., Pape, S. J., Chapman, O., et al. (2018). Asset-based approaches to equitable mathematics education research and practice. Journal for Research in Mathematics Education, 49, 373–389. https://doi.org/10.5951/jresematheduc.49.4.0373. CrossRef
Clark, L. M., Badertscher, E. M., & Napp, C. (2013). African American mathematics teachers as agents in their African American students’ mathematics identity formation. Teachers College Record, 115, 1–36.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE Publications.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2018). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 1–26). Thousand Oaks, CA: SAGE Publications.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004. CrossRef
Ellis, M. W., & Berry, R. Q., III. (2005). The paradigm shift in mathematics education: Explanations and implications of reforming conceptions of teaching and learning. The Mathematics Educator, 15(1), 7–17.
Enyedy, N., Danish, J. A., & Fields, D. A. (2011). Negotiating the “relevant” in culturally relevant mathematics. Canadian Journal of Science, Mathematics, and Technology Education, 11, 273–291. https://doi.org/10.1080/14926156.2011.595880. CrossRef
Erickson, F. (2018). A history of qualitative inquiry in social and educational research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 36–65). Thousand Oaks, CA: SAGE Publications.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Oxon: Routledge. CrossRef
Gonzalez, L. (2009). Teaching mathematics for social justice: Reflections on a community of practice for urban high school mathematics teachers. Journal of Urban Mathematics Education, 2, 22–51.
Gregson, S. A. (2013). Negotiating social justice teaching: One full-time teacher’s practice viewed from the trenches. Journal for Research in Mathematics Education, 44, 164–198. https://doi.org/10.5951/jresematheduc.44.1.0164. CrossRef
Gutiérrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, 357–364.
Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37–68. https://doi.org/10.5951/jresematheduc.44.1.0037. CrossRef
Gutiérrez, R., & Dixon-Román, E. (2011). Beyond gap gazing: How can thinking about education comprehensively help us (re) envision mathematics education? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 21–34). Dordrecht: Springer.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
Inglis, M., & Foster, C. (2018). Five decades of mathematics education research. Journal for Research in Mathematics Education, 49, 462–500. https://doi.org/10.5951/jresematheduc.49.4.0462. CrossRef
Jackson, C. (2013). Elementary mathematics teachers’ knowledge of equity pedagogy. Current Issues in Education, 16(1), 1–13.
Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., et al. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other students. Journal for Research in Mathematics Education, 43, 75–113. https://doi.org/10.5951/jresematheduc.43.1.0075. CrossRef
Kress, H. M. (2005). Math as a civil right: Social and cultural perspectives on teaching and teacher education. American Secondary Education, 34, 48–56.
Ladson-Billings, G. (2006). “Yes, but how do we do it?” Practicing culturally relevant pedagogy. In J. G. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: Creating inclusive schools, building on students’ diversity, and providing true educational equity (pp. 33–45). Sterling, VA: Stylus Publishing.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press. CrossRef
LeCompte, M. D., & Schensul, J. J. (2013). Analysis and interpretation of ethnographic data: A mixed methods approach. Lanhan, MD: AltaMira Press.
Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York, NY: Routledge/Taylor & Francis.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications. CrossRef
Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., et al. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36, 367–385. https://doi.org/10.1525/aeq.2005.36.4.367. CrossRef
Major, C. H., & Savin-Baden, M. (2010). An introduction to qualitative research synthesis: Managing the information explosion in social science research. Oxon: Routledge.
Martin, D. B. (2000). Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum Associates.
Martin, D. B. (2006b). Mathematics learning and participation in African American context: The co-construction of identity in two intersecting realms of experience. In N. Nasir & P. Cobb (Eds.), Diversity, equity, and access to mathematical ideas (pp. 146–158). New York, NY: Teachers College Press.
Matthews, J. S., & López, F. (2018). Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2018.01.005. CrossRef
Merriam, S. B., & Grenier, R. S. (2019). Introduction to qualitative research. In S. Merriam & R. Grenier (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 3–18). San Francisco, CA: Wiley.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: SAGE Publications.
Mills, C., & Ballantyne, J. (2010). Pre-service teachers’ dispositions towards diversity: Arguing for a developmental hierarchy of change. Teaching and Teacher Education, 26, 447–454. https://doi.org/10.1016/j.tate.2009.05.012. CrossRef
Moll, L., Amanti, C., Neff, D., & González, N. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 71–88). Mahwah, NJ: Lawrence Erlbaum Associates.
Mukhodpadhyay, S., Powell, A. B., & Frankenstein, M. (2009). An ethnomathematical perspective on culturally responsive mathematics education. In B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Eds.), culturally responsive mathematics education (pp. 65–84). New York, NY: Routledge.
National Center for Education Statistics (2017). National student group scores and score gaps. Retrieved from https://www.nationsreportcard.gov/math_2017/#/nation/gaps?grade=4. Accessed 1 June 2018.
Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press, Columbia University.
Orosco, M. J., & Abdulrahim, N. A. (2017). Culturally responsive professional development for one special education teacher of Latino English Language learners with mathematics learning disabilities. Insights into Learning Disabilities, 14, 73–95.
Orosco, M. J., & O’Connor, R. (2011). Cultural aspects of teaching reading with Latino English language learners. In R. O’Connor & P. Vadasy (Eds.), Handbook of reading interventions (pp. 356–379). New York: Guilford Press.
Quintos, B., & Civil, M. (2008). Parental engagement in a classroom community of practice: Boundary practices as part of a culturally responsive pedagogy. Adults Learning Mathematics, 3(n2a), 59–71.
Raygoza, M. C. (2016). Striving toward transformational resistance: Youth participatory action research in the mathematics classroom. Journal of Urban Mathematics Education, 9, 122–152.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES- funded research on mathematics: 2002– 2013 (NCER 2016–2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncer/pubs/20162003/pdf/20162003.pdf. Accessed 4 June 2018.
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2014). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72–85. https://doi.org/10.1016/j.cedpsych.2014.03.003. CrossRef
Shumate, L., Campbell-Whatley, G. D., & Lo, Y.-Y. (2012). Infusing culturally responsive instruction to improve mathematics performance of Latino students with specific learning disabilities. Exceptionality, 20, 39–57. https://doi.org/10.1080/09362835.2012.640905. CrossRef
Swain, M., Kinear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Bristol: Multilingual Matters. CrossRef
Timmons-Brown, S., & Warner, C. (2016). Using a conference workshop setting to engage mathematics teachers in culturally relevant pedagogy. Journal of Urban Mathematics Education, 9, 19–47.
Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15, 67–82. https://doi.org/10.1007/s10857-011-9196-6. CrossRef
Vázquez-Montilla, E., Just, M., & Triscari, R. (2014). Teachers’ dispositions and beliefs about cultural and linguistic diversity. Universal Journal of Educational Research, 2, 577–587.
Veléz-Ibáñez, C., & Greenberg, J. (2005). Formation and transformation of funds of knowledge. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 47–70). Mahwah, NJ: Lawrence Erlbaum Associates.
Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University Press.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Learning in doing. Cambridge: Cambridge University Press. CrossRef
Wolcott, H. F. (2009). Writing up qualitative research. Thousand Oaks, CA: SAGE Publications. CrossRef
- Culturally Responsive Mathematics Teaching: A Research Synthesis
Naheed A. Abdulrahim
Michael J. Orosco
- Springer Netherlands
The Urban Review
Issues and Ideas in Education
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960