# Culturally Responsive Mathematics Teaching and Young Learners

*
*

## 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)

## Full Text

## References

Empson, S. (2014). Responsive teaching from the inside out: teaching base ten to young children. Investigation in Mathematics Learning. 7(1), 23-53.

Freire, P. (1993). Pedagogy of the Oppressed. 1970. New York: Continuum.

Gutiérrez, R. (2009). Framing equity: helping students “play the game” and “change the game” Teaching for Excellence and Equity In Mathematics ,1(1), 4-8.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84.

Lampert, M. (2001). Understanding teaching: why is it so hard? In Teaching and the problems of teaching. (pp. 1-8). New Haven: Yale University Press.

Lortie, D. C. (1975). School teacher: A sociological inquiry. Chicago: University of Chicago Press.

Moses, R. P. (2001). Radical equations: Math literacy and civil rights. Boston: Beacon Press.

Mukhopadhyay, S., Powell, A.B., & Frankenstein, M. (2009). An ethnomathematical perspective on culturally responsive mathematics education. In Greer, B., Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (Eds.). Culturally responsive mathematics education. (pp. 65-81). London: Routledge.

NCTM Board of Directors (2013). Mathematics in Early Childhood Learning: a position of the national council of teachers of mathematics. Retrieved from http://www.nctm.org/Standards-and-Positions/Position-Statements/Mathematics-in- Early-Childhood-Learning/

Noddings, N. (1993). Politicizing the mathematics classroom. Math worlds: Philosophical and social studies of mathematics and mathematics education, 150-161.

Pianta, R. C., & Steinberg, M. (1992). Teacher‐child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 1992(57), 61-80.

Paley, V. G. (1986). On listening to what the children say. Harvard Educational Review, 56, 122-131.

Schoenfeld, A. H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational researcher, 31(1), 13-25.

Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485.