Literaturnachweis - Detailanzeige
| Autor/inn/en | Thomas, Casedy A.; Berry, Robert Q., III |
|---|---|
| Titel | A Qualitative Metasynthesis of Culturally Relevant Pedagogy & Culturally Responsive Teaching: Unpacking Mathematics Teaching Practices |
| Quelle | In: Journal of Mathematics Education at Teachers College, 10 (2019) 1, S.21-30 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2156-1400 |
| Schlagwörter | Culturally Relevant Education; Teaching Methods; Mathematics Instruction; Elementary Secondary Education; Caring; Knowledge Level; Teacher Competencies; Teacher Expectations of Students; Teacher Effectiveness; Self Efficacy |
| Abstract | This article uses Culturally Relevant Pedagogy (CRP) and Culturally Responsive Teaching (CRT) as the theoretical frameworks and qualitative metasynthesis as the methodological framework to synthesize qualitative research published between 1994 and February of 2016. Initial searches produced 1,224 articles, but through a process of appraisals, 12 articles were synthesized to understand how researchers interpret mathematics teaching practices that support CRP and CRT in pre-kindergarten through 12th grade. There were five findings focused on teacher practices, classroom interactions, and student experiences with CRP and CRT within mathematics education, including: caring, context, cultural competency, high expectations, and mathematics instruction. (As Provided). |
| Anmerkungen | Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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