A Qualitative Metasynthesis of Culturally Relevant Pedagogy & Culturally Responsive Teaching: Unpacking Mathematics Teaching Practices

Main Article Content

Casedy A. Thomas
Robert Q. Berry III

Abstract




This article uses Culturally Relevant Pedagogy (CRP) and Culturally Responsive Teaching (CRT) as the theoretical frameworks and qualitative metasynthesis as the methodological framework to synthesize qualitative research published between 1994 and February of 2016. Initial searches produced 1,224 articles, but through a process of appraisals, 12 articles were synthesized to understand how researchers interpret mathematics teaching practices that support CRP and CRT in pre-kindergarten through 12th grade. There were five findings focused on teacher practices, classroom interactions, and student experiences with CRP and CRT within mathematics education, including: caring, context, cultural competency, high expectations, and mathematics instruction.




Article Details

Keywords:
qualitative metasynthesis, culturally relevant pedagogy, culturally responsive teaching, mathematics teaching practices
Section
Articles
How to Cite
Thomas, C. A., & Berry III, R. Q. (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. https://doi.org/10.7916/jmetc.v10i1.1668