Defining Culturally Responsive Teaching: The Case of Mathematics

Autor/in	Harding-DeKam, Jenni L.
Titel	Defining Culturally Responsive Teaching: The Case of Mathematics
Quelle	In: Cogent Education, 1 (2014) 1, Artikel 972676 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.972676
Schlagwörter	Elementary School Teachers; Elementary School Students; Culturally Relevant Education; Elementary School Mathematics; Cultural Awareness; Mathematics Instruction; Professional Development; Educational Practices; Qualitative Research; Observation; Semi Structured Interviews; Urban Schools; Private Schools; Parochial Schools; Christianity; Elementary Schools; Family Life; Advanced Placement Programs; Neighborhood Schools; Municipalities; Definitions; Student Diversity; Colorado + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Cultural identity; Kulturelle Identität; Mathematics lessons; Mathematikunterricht; Bildungspraxis; Qualitative Forschung; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule; Konfessionsschule; Christentum; Magistrat; Begriffsbestimmung
Abstract	Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students' home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01