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).

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 3-22
Launched on MUSE
2009-12-09
Open Access
No
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