10.1515_mlt-2016-0023

Abstract

• Importance of culturally responsive practices in diverse classrooms.

• Current mathematics teaching practices fail to meet diverse students' learning needs affecting their success.

• Discusses constructivism’s theory and implications for mathematics teaching.

Increasing Classroom Diversity

• US school population is diversifying with differing ethnic, cultural, and linguistic backgrounds.

  • 48% of P-12 students are students of color (vs. 39% in 2011).

  • 20% of students come from homes where English is not the native language; projected to reach 52% by 2021.

• Education workforce does not reflect this diversity (82% teachers are White).

• Discrepancy between teachers' backgrounds and those of their students requires culturally responsive teaching skills.

Teacher Preparation Challenges

• Few teacher education programs prepare teachers for diverse populations.

• Need for transformed pedagogical practices focusing on instructional engagement.

• Traditional mathematics concepts do not meet diverse students' learning styles, leading to disinterest and underachievement.

National Standards and Equity in Teaching

• CAEP standards require the development of competencies for teaching diverse students.

• Equity principle emphasizes high expectations and support for all students, reflecting the need for culturally relevant teaching.

  • Emphasizes strong connection between student diversity and instructional practices.

Culturally Responsive Pedagogy

• Culturally responsive teaching acknowledges and incorporates students’ cultural strengths and backgrounds.

• Three dimensions of culturally responsive pedagogy: institutional, personal, and instructional.

• Significant overlap exists between culturally responsive pedagogy and constructivist teaching methods.

Constructivism in Teaching

• Constructivism views knowledge as actively constructed by the learner.

  • Emphasizes the connection of new knowledge to existing knowledge.

  • Advocates for learner-centered teaching environments.

• Key elements include emphasizing problem-solving, collaboration, and critical thinking.

  • Promotes autonomy and motivation in students through meaningful engagement.

Teaching Implications of Constructivism

• Learner-centered approach highlights the importance of prior knowledge and social interaction.

• Teachers as facilitators encourage students to use their methods of problem-solving.

• Importance of creating a supportive and collaborative classroom atmosphere for diverse learners.

Addressing Challenges in Implementation

• Teacher beliefs can hinder the adoption of constructivist and culturally responsive practices.

• Pressure to conform to standardized curricula limits teachers' abilities to implement meaningful teaching practices.

• Importance of professional development for teachers to align beliefs with culturally responsive practices.

Recommendations for Teacher Preparation

• Include training in multicultural education within teacher training programs.

• Foster understanding among educators of the diverse cultural backgrounds of their students.

• Encourage adaptive teaching strategies tailored to the varied experiences and capabilities of students.

Conclusion

• Successful culturally responsive teaching is rooted in understanding students' lived experiences and adapting teaching practices accordingly.

• Constructivism provides a framework for teachers to engage diverse learners meaningfully.

Part I: Citation (APA)

Author, A. (Year). Title of the article. Journal Name, Volume(Issue), Page Range.

Part II: Summary of the source

The article discusses the importance of culturally responsive practices in diverse classrooms, highlighting that current mathematics teaching methods do not cater to the varied learning needs of diverse students. It emphasizes that with the increasing diversity in the US school population, which includes a significant percentage of students of color and non-native English speakers, teacher preparation programs are often inadequate. It underscores the need for teachers to adopt culturally responsive pedagogy that acknowledges students' cultural backgrounds while integrating constructivist teaching methods that focus on learner-centered environments and problem-solving.

Part III: Assessment of the source

The article aligns with the CAEP standards, which emphasize the development of competencies for teaching diverse students. The necessity for culturally relevant teaching is evident, though there are systemic challenges, such as the lack of teacher preparedness and resistance to change in teaching practices.

Part IV: Reflection

This article serves as a reminder of the pressing need to reform teacher education programs to better prepare educators for the realities of increasingly diverse classrooms, suggesting that incorporating multicultural education and adaptive teaching strategies is integral to the success of all students.