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Title: Building elementary school teachers’ cultural competencies through co-design of mathematics tasks.
Over the course of a year, this case study explored the influence of professional development of New York City elementary teachers collaborating with researchers to design culturally relevant mathematics activities. Results showed that this co-design process enhanced teachers' cultural competencies, deeper understanding of culturally responsive mathematics pedagogy, and awareness of students' cultures. It also fostered greater agency in integrating culturally responsive practices into mathematics curriculum. In addition, teachers began to shift focus from school constraints to a culturally sensitive lens.  more » « less
Award ID(s):
2147699
PAR ID:
10579295
Author(s) / Creator(s):
; ;
Publisher / Repository:
NCTM Research Conference
Date Published:
Subject(s) / Keyword(s):
Culturally relevant mathematics cultural competency case study elementary mathematics education task design teacher professional development
Format(s):
Medium: X
Location:
Chicago, IL
Sponsoring Org:
National Science Foundation
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