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A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards

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Date Issued:
2013
Abstract/Description:
This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Title: A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
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Name(s): Howse, Tashana, Author
Dixon, Juli, Committee Chair
Haciomeroglu, Erhan, Committee Member
Andreasen, Janet, Committee Member
Adams, Thomasenia, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Identifier: CFE0005005 (IID), ucf:50009 (fedora)
Note(s): 2013-12-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Student Engagement -- Engagement Gap -- Achievement Gap -- Common Core -- Common Core State Standards -- Mathematical Practices -- Standards for Mathematical Practice -- Middle-school Students -- Secondary Education -- Education -- African-American Students -- Blacks -- Hispanics -- Hispanic Students -- Improving the Performance of Diverse Students -- Diverse Students -- Multicultural Education -- Culturally Responsive Teaching -- Culturally Responsive Pedagogy -- Culturally Relevant Teaching -- Culturally Relevant Pedagogy -- Culture -- Mathematics Eucation -- Mathematics -- Culture and Mathematics -- Culture and Mathematics Education -- Ethnomathematics -- Discourse -- Classroom Discourse -- Classroom Management -- Classroom Environment -- Classroom Interactions
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005005
Restrictions on Access: public 2013-12-15
Host Institution: UCF

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