Lessons in "Letting Go": Exploring Constraints on the Culturally Relevant Teaching of Mathematics in Bermuda

Autor/in	Matthews, Lou Edward
Titel	Lessons in "Letting Go": Exploring Constraints on the Culturally Relevant Teaching of Mathematics in Bermuda
Quelle	In: Diaspora, Indigenous, and Minority Education, 2 (2008) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Blacks; Critical Theory; Mathematics Education; Culturally Relevant Education; Mathematics Instruction; Foreign Countries; Elementary School Teachers; Teaching Methods; Case Studies; Teacher Attitudes; Mathematics Curriculum; Bermuda + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kritische Theorie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten
Abstract	Culturally relevant pedagogy has been highly regarded in its ability to impact the mathematics education outcomes of Black children as it is framed from the "wisdom-of-practice" of exemplary teachers, and recasts teaching as an intellectual, cultural, political, and social endeavor. This study illuminates the challenges in drawing potential by examining the personal and systemic challenges faced by four primary teachers in Bermuda as they endeavored to utilize perspectives of culturally relevant pedagogy to frame mathematics instruction. Through the lens of reconceptualized critical theory and a model for the culturally relevant teaching of mathematics, a collective case study was organized. Two major challenges to instruction emerged: (1) teachers' conceptions concerning the authority of the mathematics text as the "official" curriculum, and the sole legitimate source of mathematical knowledge; and (2) teachers' conceptions regarding institutional authority and assessment demands. The findings are explored and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10