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

Authors

  • Jane Mwihaki Mburu Ph. D Independent Scholar, U. S. A.

Keywords:

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

Abstract

Many researchers have called for teacher educators to provide experiences that can prepare preservice teachers to become effective in adopting and implementing culturally responsive practices in mathematics classrooms. This study examined how one prospective teacher understood the concept of culturally responsive teaching and how she later implemented this understanding in a third-grade mathematics classroom during her student teaching. Analysis of the data demonstrates that the teacher- participant did not have a good understanding of culturally responsive teaching and did not implement it other than superficially.

Author Biography

Jane Mwihaki Mburu

Ph. D Independent Scholar, U. S. A.

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Published

2022-10-17

How to Cite

Jane Mwihaki Mburu. (2022). Ph. D Independent Scholar, U. S. A., 18(1), 171-188.

Issue

Vol. 24 No. 1 (2022): Open Issue

Section

Articles (Peer-reviewed)

License

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