By Katherine Baker
UNC-Chapel Hill
https://doi.org/10.46767/kfp.2016-0004

Abstract

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT).  The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness.  The value that this form of instruction holds for young learners is also presented.

Keywords

elementary, mathematics, responsive teaching, culturally responsive teaching (CRT)

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References

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