Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Intercultural Education Pub Date : 2023-11-13 DOI:10.1080/14675986.2023.2265855

Kathleen Nolan, Constantinos Xenofontos

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Abstract

ABSTRACT Following the seminal work of Gloria Ladson-Billings, research on culturally responsive pedagogy (CRP) has, in recent years, expanded significantly. Ladson-Billings proposes three elements of CRP: academic achievement, cultural competence, and sociopolitical consciousness. Nevertheless, in mathematics education research on CRP, the sociopolitical consciousness element is often under-explored or even absent. This paper began as an investigation of how Ladson-Billings’ three elements could be used to examine prospective and practicing teachers’ (PPTs') perspectives on CRP, prior to their participation in a professional development course on CRP in the mathematics classroom. Thirty-one participants from three separate offerings of the course responded in writing to a set of open questions about CRP (in general and in mathematics). Thematic data analysis pointed to the complexities of categorising the data based primarily on Ladson-Billings’ three elements. In addition, our analysis indicated five components underpinning participants’ responses: challenges; opportunities; fears; resistance; insights. We conclude with a revised conceptualisation of CRP for mathematics teacher education programmes aimed at supporting PPTs’ development of their CRP-related knowledge, skills, and dispositions.

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绘制教师对数学文化响应教学法的观点:从学术成就到见解和机会

摘要继Gloria Ladson-Billings的开创性研究之后，近年来对文化响应教学法(CRP)的研究有了显著的扩展。Ladson-Billings提出了CRP的三个要素:学术成就、文化能力和社会政治意识。然而，在CRP的数学教育研究中，社会政治意识因素往往未被充分挖掘甚至缺失。本文首先调查了如何使用Ladson-Billings的三个要素来检验准教师和实习教师(PPTs)在数学课堂上参与CRP专业发展课程之前对CRP的看法。来自三个不同课程的31名参与者以书面形式回答了一系列关于CRP(一般和数学)的开放性问题。专题数据分析指出了主要基于Ladson-Billings的三个要素对数据进行分类的复杂性。此外，我们的分析指出了支撑参与者反应的五个组成部分:挑战;机会;恐惧;阻力;的见解。最后，我们对数学教师教育计划中CRP的概念进行了修订，旨在支持pt的CRP相关知识、技能和性格的发展。关键词:文化反应性教学数学前瞻性和实践性教师观点披露声明作者未报告潜在利益冲突。大约在同一时间，Ladson-Billings介绍了CRP的三个要素，在另一篇论文(Ladson-Billings Citation1995a)中，她写了城市/非裔美国学生高效数学教师的六个习惯。我们观察到，虽然在1995年的论文中，数学是核心，但她的观点与批判种族理论的观点有关，而不是她关于CRP及其三个要素的观点。据我们所知，在她后来的任何作品中，她都没有讨论CRP与数学的关系。kathleen Nolan是里贾纳大学的数学教育教授，她的教学和研究主要集中在课程研究、数学教师教育以及批判性和文化反应性教学法。她的理论兴趣范围从集中研究布迪厄的社会场域理论到最近对数学教师教育的批判性和破坏性教学法的理论感兴趣。凯瑟琳最近在挪威奥斯陆城市大学担任教授(2021-2023)，在那里她开始与Xenofontos合作。Constantinos Xenofontos是奥斯陆城市大学数学教育教授。他曾在塞浦路斯担任小学教师，并在塞浦路斯和苏格兰担任数学教师。他的研究探讨了数学教师的知识、信仰和实践是如何成为社会、文化和政治环境的产物的。Xenofontos特别感兴趣的是支持教师培养对数学教育(研究和实践)如何受到社会文化和社会政治因素的影响的认识，以及许多来自少数民族背景的儿童作为数学学习者所面临的挑战。

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来源期刊

Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

8.30%

发文量

期刊介绍： Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.