District Certified Culturally Responsive Elementary Teachers and Their Mathematics Teaching Practices

Resumo

This case study examines how three elementary teachers, all certified by their school district in culturally responsive teaching (CRT) through professional development opportunities, implement mathematics teaching practices that support CRT and the development of learners’ cultural identities. Furthermore, this study examines the CRT certification process in the focal district and the structures that supported the teachers in their enactment of CRT. In the focal district, commitment to CRT has been identified by division leaders as one means to best serve historically marginalized learners in achieving academic excellence. Data were collected via interviews, questionnaires, observations, teacher journals, and other reportable data. The teachers’ CRT practices in mathematics fell into four large quadrants aligning with the work of Hammond’s (2015) Ready for Rigor framework. However, such practices were implemented in ways that exemplified particular tenets of CRT that are more thoroughly captured in seminal research-based literature; thus, a revised and adapted model was created to examine the CRT practices enacted in these elementary mathematics classrooms. The findings provide the field with a more informed understanding of what CRT can look like in elementary mathematics classrooms with teachers who have been certified in CRT from a district developed and applied certification model.

Dados da obra

Tipo

Artigo

Periódico

Journal of Urban Mathematics Education, v. 17, n. 1, p. 10-47

Editora

Aggie STEM

Ano

2024 (2024-08-28)

Idioma

en

Palavras-chave

Culturally Responsive Teaching; mathematics education; mathematics teacher professional development; qualitative case study; Culturally Relevant Education; Elementary School Teachers; Mathematics Teachers; Teacher Certification; Faculty Development; Mathematics Instruction; Student Diversity; Urban Schools; elementary mathematics teaching; professional development; cultural identity formation; historically marginalized students; mathematics classroom practice

Temas

Formação de Professores de Matemática, Práticas Pedagógicas

DOI

10.21423/jume-v17i1a480

ISSN

2151-2612, None

Licença

cc-by-nc

Acesso

Download disponível

Fontes

DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026