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Primary grade teachers are challenged to establish firm learning foundations for all children, yet for manyteachers cultural diversity makes this a complex pedagogical challenge. It is widely assumed that the successwith which teachers meet this challenge is reflected in their dispositions toward diversity, and ultimatelytoward culturally relevant pedagogy as a professional orientation. This article describes a multi-year study ofcultural relevance in early mathematics teaching. Using the case of one kindergarten teacher who exhibitedpositive dispositions toward cultural relevance, the authors examine factors that seemed to work against itsadoption in her pedagogy. Keywords Cultural pluralism, Culturally relevant pedagogy, Early mathematics, Mathematics – Study and teaching(Primary), Multicultural education, Professional development, Teachers – Training of Cover Page Footnote The research was supported by a grant from the National Science Foundation (Award # 0353412). Anyopinions, findings, and conclusions or recommendations reported herein are those of the authors and do notnecessarily reflect the views of the National Science Foundation.

In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher