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Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study

Namatovu, Winnifred Kiwanuka
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

Abstract Details

2015, Doctor of Philosophy, University of Toledo, Foundations of Education.
The purpose of this study was to examine how middle school mathematics teachers understand culturally relevant and responsive teaching practices as well as how their conceptualization of those practices impacts their teaching practices. Four middle school mathematics teachers from an urban school district in the Midwest of the United States participated in the study. The data that was collected included a survey and in-depth interview from each participant. Interviews were audio recorded and analyzed using Ladson-Billings’ (1995) culturally relevant pedagogy framework and Gay’s (2002) culturally responsive teaching framework. Each tool focuses on practices that are critical for effectively connecting students’ cultural backgrounds to the learning experience. An analysis of survey and interview responses revealed that teachers had a limited understanding of culturally relevant and responsive teaching practices. As a result, teachers didn’t implement some of the practices that are key to meeting the goals of culturally relevant and responsive teaching. Implications of the results, recommendations for future research, limitations of the study, and concluding remarks are included.
Dale Snauwaert (Committee Chair)
Mary Ellen Edwards (Committee Member)
Debra Johanning (Committee Member)
Lee Stiff (Committee Member)
Education; Mathematics Education

Recommended Citations

Citations

  • Namatovu, W. K. (2015). Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

    APA Style (7th edition)

  • Namatovu, Winnifred. Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study. 2015. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

    MLA Style (8th edition)

  • Namatovu, Winnifred. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study." Doctoral dissertation, University of Toledo, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Toledo and OhioLINK.