Open Access“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom
Author(s) -
Jane Mburu
Publication year - 2022
Publication title -
international journal of multicultural education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.472
H-Index - 16
ISSN - 1934-5267
DOI - 10.18251/ijme.v24i1.2623
Subject(s) - mathematics education , pedagogy , cultural diversity , teaching method , psychology , teacher education , sociology , anthropology
As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment.