Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care

Abstract

This qualitative case study highlights the ways a novice middle school mathematics teacher established an adolescent-centered community of care that set the stage for responsive middle level mathematics teaching (RMLMT). Findings revealed that fostering caring school-based relationships supports the establishment of a responsive classroom environment. This can be achieved through an early and ongoing purposeful focus on teacher-student and student-student relationship development and through nurturing emotional safety. Further, holding a student-centered teaching approach is a way to respect, value, and advocate for young adolescents. This can be achieved by celebrating diversity, supporting academic and personal development, and fostering persistence. Fostering a responsive classroom environment and respecting, valuing, and advocating for young adolescents is foundational to establishing an adolescent-centered community of care in any middle school classroom, especially in a mathematics classroom. Placing an acute focus on culture and community is essential to establishing an adolescent-centered community of care that sets the stage for RMLMT to take place.

Keywords:

• community of care
• cultural responsiveness
• developmental responsiveness
• mathematics education
• middle school

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Cheryl R. Ellerbrock

Cheryl R. Ellerbrock, Ph.D., is associate professor of middle grades, general secondary, and social science education in the College of Education at the University of South Florida. E-mail: [email protected]

Eugenia Vomvoridi-Ivanovic

Eugenia Vomvoridi-Ivanovic, Ph.D., is associate professor of mathematics education in the College of Education at the University of South Florida. E-mail: [email protected]