Culturally Responsive Pedagogy in Mathematics

Authors

  • Kenta Nagasawa Mr.

DOI:

https://doi.org/10.15695/iris.v2i0.4808

Abstract

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers.

Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course.

Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural.

Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation.

Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

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Published

2020-07-12

How to Cite

Nagasawa, K. (2020). Culturally Responsive Pedagogy in Mathematics. Iris Journal of Scholarship, 2, 145-158. https://doi.org/10.15695/iris.v2i0.4808