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The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students

The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics... Abstract: Culturally relevant pedagogy is not well understood as an instructional strategy in the mathematics classroom. This study reveals the challenges two teachers faced when they implemented a pilot project with ninth and tenth grade ESOL students. The task they envisioned as culturally relevant did not capture their ESOL students’ interests; rather, it caused both teachers and students to wrestle with tensions around cultural relevance. The major finding of this study is teachers’ beliefs and identities are complicated with CRP. Specifically, it changed two teachers’ beliefs about teaching mathematics and their role in the mathematics classroom. It also informed the teacher-researcher about the needs of teachers prior to implementing CRP. Although the task allowed ESOL students to acquire specific knowledge and to develop critical consciousness, it did little to enhance their cultural competence. Understanding the nuances of CRP will help teachers to better operationalize it (Morrison, Robbins, & Rose, 2008). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students

The High School Journal , Volume 93 (1) – Dec 9, 2009

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
Publisher site
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Abstract

Abstract: Culturally relevant pedagogy is not well understood as an instructional strategy in the mathematics classroom. This study reveals the challenges two teachers faced when they implemented a pilot project with ninth and tenth grade ESOL students. The task they envisioned as culturally relevant did not capture their ESOL students’ interests; rather, it caused both teachers and students to wrestle with tensions around cultural relevance. The major finding of this study is teachers’ beliefs and identities are complicated with CRP. Specifically, it changed two teachers’ beliefs about teaching mathematics and their role in the mathematics classroom. It also informed the teacher-researcher about the needs of teachers prior to implementing CRP. Although the task allowed ESOL students to acquire specific knowledge and to develop critical consciousness, it did little to enhance their cultural competence. Understanding the nuances of CRP will help teachers to better operationalize it (Morrison, Robbins, & Rose, 2008).

Journal

The High School JournalUniversity of North Carolina Press

Published: Dec 9, 2009

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