skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: “I understand that their minds may be elsewhere”: Towards a culturally responsive math pedagogy
This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher’s discursive moves. The first framework comes from Lefstein et al., (2020) on generative discourse practices in learning communities. The second framework — FAIR (Louie et al., 2021) — offers noticing practices for deficit versus anti-oppressive mathematics teaching. Through these lenses, we found that the teacher’s initial discourse practices were marked by deficit framing and noticing. The teacher’s discourse practices begin to shift towards a culturally responsive pedagogy in response to a particular artifact that captured student noticing and reframed the teacher’s problem of practice.  more » « less
Award ID(s):
1661175
PAR ID:
10463416
Author(s) / Creator(s):
Editor(s):
Lamberg, T.
Date Published:
Journal Name:
Psychology of Mathematics Education
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. (, Psychology of Mathematics Education)
    Lamberg, T. (Ed.)
    This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships and action research. The study found that the teachers’ discourse practices shifted from whiteness pedagogies towards politicized notions of schooling, caring, and mathematics learning. The paper discusses the dominant ideologies that teachers reproduced in their discourses around mathematics education and interactions with students. It also illustrates the teachers’ trajectories of Political Conocimiento through the deconstruction of the role that race plays in their positionalities, their classrooms, and school. 
    more » « less
  2. ; ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; & Drown, S. (Ed.)
    Many higher education institutions in the United States provide mathematics tutoring services for undergraduate students. These informal learning experiences generally result in increased final course grades (Byerly & Rickard, 2018; Rickard & Mills, 2018; Xu et al., 2014) and improved student attitudes toward mathematics (Bressoud et al., 2015). In recent years, research has explored the beliefs and practices of undergraduate and, sometimes graduate, peer tutors, both prior to (Bjorkman, 2018; Johns, 2019; Pilgrim et al., 2020) and during the COVID19 pandemic (Gyampoh et al., 2020; Mullen et al., 2021; Van Maaren et al., 2021). Additionally, Burks and James (2019) proposed a framework for Mathematical Knowledge for Tutoring Undergraduate Mathematics adapted from Ball et al. (2008) Mathematical Knowledge for Teaching, highlighting the distinction between tutor and teacher. The current study builds on this body of work on tutors’ beliefs by focusing on mathematical sciences graduate teaching assistants (GTAs) who tutored in an online setting during the 2020-2021 academic year due to the COVID-19 pandemic. Specifically, this study addresses the following research question: What were the mathematical teaching beliefs and practices of graduate student tutors participating in online tutoring sessions through the mathematics learning center (MLC) during the COVID-19 pandemic? 
    more » « less
  3. ; ; ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T. (Ed.)
    Our paper details the ways teachers understand and navigate equity-oriented dilemmas (Berlak & Berlak, 1981) when teaching mathematical modeling and how mathematics teacher educators can support teachers’ learning of culturally responsive mathematics teaching. Using Zavala and Aguirre’s (in press) framework for culturally responsive mathematics teaching, we explored the ways teachers describe and frame their choices when faced with dilemmas. Findings revealed that teachers identified dilemmas with Rigor and Support most often, followed by Knowledges and Identities. Dilemmas related to Power and Participation occurred far less frequently. Implications for teacher professional development are discussed. 
    more » « less
  4. ; ; ; ; ; ; ; (, ASEE Conferences)
    This research paper investigates how classroom observation tools can be effectively combined to promote engagement in STEM education. Specifically, it explores the integration of the Classroom Observation Protocol for Undergraduate STEM (COPUS) and a culturally responsive Classroom Observation Instrument (COI) to evaluate and improve teaching practices. COPUS, developed by Smith et al. [21], captures instructional dynamics and student-faculty interactions, while the Classroom Observation Instrument COI, created by Dr. Jennifer G. Cromley and the University of Illinois Urbana-Champaign (UIUC) Developing Equity-Minded Engineering Practitioners (DEEP) research team [6], focuses on observing and assessing culturally responsive-related instructional practices. At Morgan State University (MSU), a Historically Black University (HBCU), coders formally trained by the UIUC DEEP team used both tools to analyze classroom recordings of faculty who had undergone professional development in engaging pedagogy. Findings indicate measurable improvements and balanced engagement in the classroom. This fusion of COPUS and COI tools offers a replicable framework for enhancing inclusive STEM instruction and cultivating more equitable learning environments. 
    more » « less
  5. ; ; ; ; ; (, Journal of Educational Research in Mathematics)
    As a core practice, teacher noticing of students' mathematical thinking is foundational to other teaching practices. Yet, this practice is difficult for preservice teachers (PSTs), particularly the component of interpreting students' thinking (e.g., Teuscher et al., 2017). We report on a study of our design of a specific approximation of teacher noticing task with the overarching goal of conceptualizing how to design approximations of practice that support PSTs' learning to notice student thinking in technology-mediated environments with a specific focus on interpreting students' mathematical thinking. Drawing on Grossman et al.'s (2009) Framework for Teaching Practice (i.e., pedagogies of practice), we provided decomposed opportunities for PSTs to engage with the practice of teacher noticing. We analyzed how our design choices led to different evidence of the PSTs' interpretations through professional development design study methods. Findings indicate that the PSTs frequently interpret what students understood. Yet, they were more challenged by interpreting what students did not yet understand. Furthermore, we found that providing lesson goals and asking the PSTs to respond to a prompt of deciding how to respond had the potential to elicit PSTs' interpretations of what the students did not yet understand. The study highlights the interplay between task design, prompt wording, and PSTs' interpretations, which emphasizes the complexity of developing teacher noticing 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email