https://orcid.org/0000-0003-0414-1639
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Abstract
This article builds on the work of social–emotional learning, culturally responsive teaching, and culturally responsive mathematics teaching to provide a framework that establishes learning spaces where equitable mathematics instruction can flourish.
Additional information
Notes on contributors
Treshonda Rutledge
Treshonda Rutledge is a doctoral candidate at the University of Central Florida. Her K–12 classroom and district mathematics experiences have shaped her research interests to explore best practices for preparing preservice and inservice teachers to deliver culturally responsive mathematics instruction. Twitter: @treshondar; Email: [email protected]
Tandrea Fulton
Tandrea Fulton is a doctoral candidate in Mathematics Education at the University of Central Florida. Her research interests include minorities and how their interest in mathematics is influenced by society. Email: [email protected]
Ashley Schmidt
Ashley Schmidt is a doctoral candidate at the University of Central Florida and board member of the Florida Council of Teachers of Mathematics. She has 10 years of experience teaching elementary and middle school mathematics. Her research interests include mathematics curriculum and curriculum policies. Email: [email protected]
Sarah B. Bush
Sarah B. Bush is a Professor of K–12 STEM Education at the University of Central Florida. She recently completed a term on the board of directors of the National Council of Teachers of Mathematics and chaired the task force and writing team for Catalyzing Change in Middle School Mathematics. Twitter: @sarahbbush; Email: [email protected]
Juli K. Dixon
Juli K. Dixon is a Professor of Mathematics Education at the University of Central Florida. She focuses on improving content knowledge for teaching so that teachers can support their students to communicate and justify mathematical ideas. Twitter: @thestrokeofluck. Email: [email protected]