“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

Authors

  • Jane Mburu

Keywords:

Preservice teachers, student teaching, diversity, culturally responsive mathematics, culturally responsive classroom practice

Abstract

As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment.

Author Biography

Jane Mburu

Jane Mburu recently graduated from The Ohio State University, Columbus Campus with a Ph.D. in Education.

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Published

2022-04-25

How to Cite

Mburu, J. (2022). “All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom. International Journal of Multicultural Education, 24(1), 27–46.

Issue

Section

Articles (Peer-reviewed)