Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study

Autor/inn/en	Bonner, Emily P.; Adams, Thomasenia L.
Titel	Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study
Quelle	In: Journal of Mathematics Teacher Education, 15 (2012) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-011-9198-4
Schlagwörter	Grounded Theory; Mathematics Education; Mathematics Teachers; Teacher Educators; Culturally Relevant Education; Case Studies; Trust (Psychology); Classroom Techniques; Equal Education; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics teacher educators and supervisors, and school administrators who seek to promote equity in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10