An Exploratory Study of Culturally Responsive Mathematics Teaching Practices for Mathematics Teachers in Urban High Schools

Autor/in	Evans, Terrance Bernard
Titel	An Exploratory Study of Culturally Responsive Mathematics Teaching Practices for Mathematics Teachers in Urban High Schools
Quelle	(2023), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2661-4
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Mathematics Education; Secondary School Mathematics; Mathematics Instruction; Teaching Methods; Mathematics Teachers; High School Teachers; Urban Schools; Knowledge Base for Teaching; Minority Group Students; High School Students; Mathematics Achievement; Student Satisfaction; Program Implementation; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching theory; Theory of teaching; Unterrichtstheorie; Student; Students; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Even though students in the United States have varying access to an equitable education, education is commonly regarded as the greatest equalizer. The achievement gap impacts students such as African Americans, Hispanics, and other minorities. Addressing the achievement gap in mathematics and other content areas has grown more crucial as the proportion of African American, Hispanic, and other minority students in urban schools has increased. Teaching culturally responsive mathematics methods is one option to close the achievement gap in urban areas. Indeed, various Culturally Responsive Teaching components have been linked to effective student outcomes, including elevated student engagement, improved academic performance, and improved peer relationships. The problem addressed in this qualitative case study was that teachers do not have the knowledge or know-how to use culturally responsive mathematics teaching strategies to help minority pupils in urban high schools succeed (Muniz,2019). The purpose of this qualitative study was to examine how urban high school math teachers had knowledge of culturally responsive mathematics teaching practices to help minority students be successful in mathematics (Muniz, 2019). Using social media platforms, the researcher recruited 11 participants from various urban high schools in Tennessee. Some of the techniques recommended in the future included: What does CRMT look like at a suburban or rural high school that primarily teaches students of African American, Hispanic, and other minority backgrounds? The second consideration that should be considered in any future research. Mathematics should include students' perspectives on getting CRMT from urban educators. How satisfied students are with CRMT's implementation can be inferred from the data through a quantitative approach. Future studies should include students' perspectives on getting CRMT from urban educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01