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Journal of Mathematics Teacher Education

, Volume 15, Issue 1, pp 25–38 | Cite as

Culturally responsive teaching in the context of mathematics: a grounded theory case study

  • Emily P. BonnerEmail author
  • Thomasenia L. Adams
Article

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.

Keywords

Culturally responsive mathematics teaching Successful teachers of African American students Grounded theory 

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Department of Interdisciplinary Learning and Teaching, College of Education and Human DevelopmentUniversity of Texas at San AntonioSan AntonioUSA
  2. 2.School of Teaching and Learning, College of EducationUniversity of FloridaGainesvilleUSA

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