Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms

Abstract

As the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

But What Does it Look Like in Maths?

“…In conceptualizing the strengths-based dimension of CSPs, I drew on a wealth of asset-based literature about building on students' and communities' knowledges, practices, languages, assets, and commitments (Civil, 2007;Gay, 2000;Kokka, 2015;Yazzie-Mintz, 2007). These forms of teaching include intentionally building on students' mathematical ideas (Wachira & Mburu, 2017), as well as their home knowledge and practices (Aguirre & Zavala, 2013;Civil, 2007;González et al, 2001;Moll et al, 1992), such as through connecting learning experiences and content with ideas that have significance and importance to students' lives, as well as to their personal commitments and beliefs. Some of the most well-known research on strengths-based teaching in mathematics is work on "funds of knowledge" Civil, 2007;González et al, 2001;Moll et al, 1992;Turner et al, 2009).…”

“…Strengths-based teaching can also include students and communities shaping curriculum and learning environments. One principle for avoiding essentializing students' culturesa common phenomenon in initial attempts to teach in culturally relevant ways (Waitoller, 2014) is to redesign mathematics curricula to be more student-driven, allowing students to shape connections, inquire into their worlds and communities (Jones, 2015;Matthews et al, 2013), and choose topics that are meaningful to them (Turner et al, 2009;Wachira & Mburu, 2017). This principle aims to tap the strength of students' passions, activism, creativity, and more (Reyhner et al, 2011) for mathematizing the world around them.…”

The Implementation of Social Studies Learning Model Based on Cultural Intelligence

“…Through interviews and field observations, students dig up information about the diversity of ethnicities, religions and ethnic groups in their respective environments. When the school population becomes increasingly diverse with students from different ethnic, cultural and linguistic backgrounds, there is a need to implement more responsive learning by utilizing the cultural capital of these students into the learning process [21].…”

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

“…However, the practice of culturally relevant mathematics in the classroom depends on the national curriculum policy, framework, curriculum, teacher preparation and training, assessment, and daily classroom activities. Some scholars and researchers (Krasnoff, 2016;Moyer, 2001;Wachira & Mburu, 2017) have discussed the symbiosis of culture and mathematics in curriculum and teaching in the forms of culture and mathematics teaching, making mathematics culturally relevant, and culturally responsive teaching. They have focused on varieties of activities to promote the cultural relevance of mathematics, for example, caring and community building, building cross-cultural communication, recognizing diversity, maintaining an equitable classroom, counting in different cultures, recording and calculating practices in different cultures, developing mathematical plays, using learner-centered activities, valuing students' prior knowledge, and creating a collaborative learning environment.…”