Keywords

Student engagement, engagement gap, achievement gap, common core, common core state standards, mathematical practices, standards for mathematical practice, middle school students, secondary education, education, african american students, blacks, hispanics, hispanic students, improving the performance of diverse students, diverse students, multicultural education, culturally responsive teaching, culturally responsive pedagogy, culturally relevant teaching, culturally relevant pedagogy, culture, mathematics eucation, mathematics, culture and mathematics, culture and mathematics education, ethnomathematics, discourse, classroom discourse, classroom management, classroom environment, classroom interactions

Abstract

This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3.

Notes

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Graduation Date

2013

Semester

Fall

Advisor

Dixon, Juli

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Education; Mathematics Education

Format

application/pdf

Identifier

CFE0005005

URL

http://purl.fcla.edu/fcla/etd/CFE0005005

Language

English

Release Date

December 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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