Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities

References

• Aguirre, J. M., and M. Del Rosario Zavala. 2013. “Making Culturally Responsive Mathematics Teaching Explicit: A Lesson Analysis Tool.” Pedagogies: An International Journal 8 (2): 163–190. https://doi.org/10.1080/1554480X.2013.768518.
   Google Scholar
• Andrews, P. 2009. “Comparative Studies of Mathematics teachers’ Observable Learning Objectives: Validating Low Inference Codes.” Educational Studies in Mathematics 71 (2): 97–122. https://doi.org/10.1007/s10649-008-9165-x.
   Web of Science ®Google Scholar
• Appelbaum, P., and E. Davila. 2007. “Math Education and Social Justice: Gatekeepers, Politics and Teacher Agency.” Philosophy of Mathematics Education Journal (22): 1–23.
   Google Scholar
• Averill, R., D. Anderson, H. Easton, P. Te Maro, D. Smith, and A. Hynds. 2009. “Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies.” Journal for Research in Mathematics Education 40 (2): 157–186.
   Web of Science ®Google Scholar
• Bishop, A. J. 1988. “Mathematics Education in Its Cultural Context.” Educational Studies in Mathematics 19: 179–191. doi:10.1007/BF00751231.
   Google Scholar
• Bonner, E. P. 2009. “Achieving Success with African American Learners: A Framework for Culturally Responsive Mathematics Teaching.” Childhood Education 86 (1): 2–6. https://doi.org/10.1080/00094056.2009.10523100.
   Google Scholar
• Bonner, E. P., and T. L. Adams. 2012. “Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study.” Journal of Mathematics Teacher Education 15 (1): 25–38. https://doi.org/10.1007/s10857-011-9198-4.
   Google Scholar
• Braun, V., and V. Clarke. 2021. “To Saturate or Not to Saturate? Questioning Data Saturation as a Useful Concept for Thematic Analysis and Sample-Size Rationales.” Qualitative Research in Sport, Exercise & Health 13 (2): 201–216. https://doi.org/10.1080/2159676X.2019.1704846.
   Web of Science ®Google Scholar
• Castro, J. 2010. “Themes in the Research on Preservice teachers’ Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers.” Educational Researcher 39 (3): 198–210. https://doi.org/10.3102/0013189X10363819.
   Web of Science ®Google Scholar
• Chapman, O. 2008. “Narratives in Mathematics Teacher Education.” In Tools and Processes in Mathematics Teacher Education, edited by D. Tirosh and T. Wood, 15–38, Rotterdam, Zuid-Holland, The Netherlands: Sense Publishers.
   Google Scholar
• Civil, M., and R. Hunter. 2019. “Promoting Equitable Teaching in Mathematics Teacher Education.” In Equity in Mathematics Education: Addressing a Changing World, edited by C. Xenofontos, 179–200, Charlotte, NC (USA): Information Age Publishing.
   Google Scholar
• d’Ambrósio, U. 2006. Ethnomathematics: Link Between Traditions and Modernity. Brill.
   Google Scholar
• Daniel, S. 2016. “Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher candidates’ Learning Across Practicum and Diversity Coursework Experiences.” The Urban Review 48 (4): 579–600. https://doi.org/10.1007/s11256-016-0369-6.
   Google Scholar
• da Ponte, J. P. 1994. Mathematics teachers’ Professional Knowledge. In Proceedings of the eighteenth international conference for the psychology of mathematics education, Portugal J. P. da Ponte and J. F. Matos edited by, 195–210. University of Lisbon.
   Google Scholar
• Gagné, A., C. Schmidt, and P. Markus. 2017. “Teaching About Refugees: Developing Culturally Responsive Educators in Contexts of Politicised Transnationalism.” Intercultural Education 28 (5): 429–446. https://doi.org/10.1080/14675986.2017.1336409.
   Web of Science ®Google Scholar
• Gay, G. 2018. Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed. New York, NY (USA): Teachers College Press.
   Google Scholar
• Harding-DeKam, J. L., and M. Ben-Peretz. 2014. “Defining Culturally Responsive Teaching: The Case of Mathematics.” Cogent Education 1 (1): 972676. https://doi.org/10.1080/2331186X.2014.972676.
   Google Scholar
• Hernandez, C. M., A. R. Morales, and M. G. Shroyer. 2013. “The Development of a Model of Culturally Responsive Science and Mathematics Teaching.” Cultural Studies of Science Education 8 (4): 803–820. https://doi.org/10.1007/s11422-013-9544-1.
   Google Scholar
• Jaworski, B., and D. Phillips, Eds. 1999. Comparing Standards Internationally: Research and Practice in Mathematics and Beyond. Symposium Books. https://doi.org/10.15730/books.29.
   Google Scholar
• Kaasila, R. 2007. “Using Narrative Inquiry for Investigating the Becoming of a Mathematics Teacher.” ZDM – Mathematics Education 39 (3): 205–213. https://doi.org/10.1007/s11858-007-0023-6.
   Google Scholar
• Kasari, G., and T. Meaney. 2023. “Developing an Analytical Tool for Radical Socially-Just Teacher Educator Action Research About Language Diverse Mathematics Classrooms.” Research in Mathematics Education 1–19. https://doi.org/10.1080/14794802.2022.2150675.
   Web of Science ®Google Scholar
• Kelley, T. L. 2020. “Examining Pre-Service Elementary Mathematics Teacher Perceptions of Parent Engagement Through a Funds of Knowledge Lens.” Teaching and Teacher Education 91:103057. https://doi.org/10.1016/j.tate.2020.103057.
   Web of Science ®Google Scholar
• Kokka, C. 2020. “Social Justice Pedagogy for Whom? Developing Privileged students’ Critical Mathematics Consciousness.” The Urban Review 52 (4): 778–803. https://doi.org/10.1007/s11256-020-00578-8.
   Google Scholar
• Ladson-Billings, G. 1995a. “Making Mathematics Meaningful in Multicultural Contexts.” In New Directions for Equity in Mathematics Education, edited by W. G. Secada, E. Fennema, and L. B. Adajian, 126–145, Cambridge, England, UK: Cambridge University Press.
   Google Scholar
• Ladson-Billings, G. 1995b. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491. https://doi.org/10.3102/00028312032003465.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 2006. “Yes, but How Do We Do it?” Practicing Culturally Relevant Pedagogy.” In White Teachers, Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism, edited by C. Lewis and J. Landsman, 29–43. Sterling, VA (USA): Stylus Publishing, LLC.
   Google Scholar
• Ladson-Billings, G. 2014. “Culturally Relevant Pedagogy 2.0: A.K.a. the Remix.” Harvard Educational Review 84 (1): 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751.
   Web of Science ®Google Scholar
• Lincoln, Y., and E. G. Guba. 1985. Naturalistic Inquiry. Thousand Oaks, CA (USA): SAGE.
   Google Scholar
• Matthews, C. 2019, December 5. “Indigenous Perspectives in Mathematics Education.” Teacher. https://www.teachermagazine.com/au_en/articles/indigenousperspectives-in-mathematics-education?lang=en.
   Google Scholar
• McCarty, T., and T. Lee. 2014. “Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty.” Harvard Educational Review 84 (1): 101–124. https://doi.org/10.17763/haer.84.1.q83746nl5pj34216.
   Web of Science ®Google Scholar
• Mohatt, G., and F. Erickson. 1981. “Cultural Differences in Teaching Styles in an Odawa School: A Sociolinguistic Approach.” In Culture and the Bilingual Classroom: Studies in Classroom Ethnography, edited by H. Trueba, G. Guthrie, and K. Au, 105–119, New York, NY (USA): Newbury House.
   Google Scholar
• Morales, R. A. 2009. “Evaluation of Mathematics Achievement Test: A Comparison Between CTT and IRT.” The International Journal of Educational and Psychological Assessment 1 (1): 19–26.
   Google Scholar
• Nicol, C., J. A. Archibald, and J. Baker. 2013. “Designing a Model of Culturally Responsive Mathematics Education: Place, Relationships and Storywork.” Mathematics Education Research Journal 25 (1): 73–89. https://doi.org/10.1007/s13394-012-0062-3.
   Google Scholar
• Nolan, K., and S. Graham. 2021. “Challenging What Counts as Mathematics: Reflecting on Teacher’s Perceptions of Culturally Responsive Pedagogy in the Mathematics Classroom.” Philosophy of Mathematics Education Journal 38. ISSN 1465-2978 (Online. https://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome38/index.html.
   Google Scholar
• Nolan, K., and L. Keazer. 2021. “Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research.” International Journal of Humanities Social Sciences and Education 8 (9): 151–163. https://doi.org/10.20431/2349-0381.0809015.
   Google Scholar
• Paris, D. 2012. “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97. https://doi.org/10.3102/0013189X12441244.
   Web of Science ®Google Scholar
• Parker, F., T. G. Bartell, and J. D. Novak. 2017. “Developing Culturally Responsive Mathematics Teachers: Secondary teachers’ Evolving Conceptions of Knowing Students.” Journal of Mathematics Teacher Education 20 (4): 385–407. https://doi.org/10.1007/s10857-015-9328-5.
   Web of Science ®Google Scholar
• Phuntsog, N. 2001. “Culturally Responsive Teaching: What Do Selected United States Elementary School Teachers Think?” Intercultural Education 12 (1): 51–64. https://doi.org/10.1080/14675980120033966.
   Google Scholar
• Singh, S., and H. Akar. 2021. “Culturally Responsive Teaching: Beliefs of Pre-Service Teachers in the Viennese Context.” Intercultural Education 32 (1): 46–61. https://doi.org/10.1080/14675986.2020.1844533.
   Web of Science ®Google Scholar
• Thomas, C., and R. Berry. 2019. “A Qualitative Metasynthesis of Culturally Relevant Pedagogy & Culturally Responsive Teaching: Unpacking Mathematics Teaching Practices.” Journal of Mathematics Education at Teachers College 10 (1): 21–30.
   Google Scholar
• Ukpokodu, O. N. 2011. “How Do I Teach Mathematics in a Culturally Responsive Way? Identifying Empowering Teaching Practices.” Multicultural Education 19 (3): 47–56.
   Google Scholar
• Williams, D. L., B. Edwards, K. A. Kuhel, and W. Lim 2016. “Culturally Responsive Dispositions in Prospective Mathematics Teachers.” Discourse and Communication for Sustainable Education 7 (2): 17–33. doi:10.1515/dcse-2016-0013.
   Google Scholar
• Williams, J. J., J. Tunks, R. Gonzalez-Carriedo, E. Faulkenberry, and W. Middlemiss. 2020. “Supporting Mathematics Understanding Through Funds of Knowledge.” Urban Education 55 (3): 476–502. https://doi.org/10.1177/0042085916654523.
   Web of Science ®Google Scholar
• Wong, K. Y., Z. B. Taha, and P. Veloo. 2001. “Situated Sociocultural Mathematics Education: Vignettes from Southeast Asian Practices.” In Sociocultural Research on Mathematics Education: An International perspective, edited by B. Atweh, H. Forgasz, and B. Nerbes, 113–134. Mahwah, NJ (USA): Laurence Erlbaum Associates.
   Google Scholar
• Xenofontos, C. 2014. “The Cultural Dimensions of Prospective Mathematics teachers’ Beliefs: Insights from Cyprus and England.” Preschool & Primary Education 2 (1): 3–16. https://doi.org/10.12681/ppej.85.
   Google Scholar
• Xenofontos, C. 2015. “Immigrant Pupils in Elementary Classrooms of Cyprus: How Teachers View Them as Learners of Mathematics.” Cambridge Journal of Education 45 (4): 475–488. https://doi.org/10.1080/0305764X.2014.987643.
   Web of Science ®Google Scholar
• Xenofontos, C. 2016. “Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary teachers’ Reported Practices and Professional Needs.” Journal of Urban Mathematics Education 9 (1): 94–116. https://doi.org/10.21423/jume-v9i1a263.
   Google Scholar
• Xenofontos, C. 2019. “Primary teachers’ Perspectives on Mathematics During Curriculum Reform: A Collective Case Study from Cyprus.” Issues in Educational Research 29 (3): 979–996.
   Web of Science ®Google Scholar