The action of recognizing inequitable learning opportunities and combatting them with reasonable, differentiated, and appropriate accommodations to promote access and attainment for all students; supports include, but are not limited to, time, instruction, curricular materials, resources, and programs. This practice of teaching ensures that all students have access to high-quality curriculum, instruction, and supports needed to be mathematically successful given any setting.
Published in Chapter:
Creatively Cultivating a Culturally-Responsive Mathematics Classroom
Loretta Johnson-Smith (Los Angeles Unified School District, USA)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-8287-9.ch013
Abstract
This chapter explores ways to cultivate a culturally responsive math classroom for in-person and remote learning. In doing so, readers will analyze examples and non-examples of culturally responsive teaching at work. The author will examine a conducive math classroom whose environment and climate is rooted in establishing a healthy and safe math community. She will also dissect texts and curriculum that reflect a culturally responsive math classroom or the lack thereof. In addition, this chapter will identify creative strategies that promote cultural and responsive principles for in-person and remote learning. With these five domains, environment, climate, text, curriculum, and strategies, educational leaders will become equipped to cultivate a culturally responsive math community in their classroom suited for diverse learners.