PRESERVICE TEACHERS KNOWLEDGE AND APPLICATION OF CULTURALLY RESPONSIVE TEACHING TECHNIQUES IN MATHEMATICS INSTRUCTION

Preservice teachers should be able to identify culturally responsive teaching techniques and discuss the use of those techniques in future classrooms. It is challenging to infuse these techniques into typical preservice courses, especially concerning mathematics. The researchers focused on information and activities in one course with the intention to increase knowledge of techniques for application in their field placements and future classrooms. Level of knowledge was measured by performance on graphic organizers, a family and community research assignment and group writing assignments. Results indicate that a majority improved knowledge and appropriate statements about applying CRT techniques during mathematics instruction.

Culturally responsive teaching is integrated in teacher education program and many teacher educators and researchers advocate culturally responsive teaching practices (Gay, 2010; Ladson-Billings, 2001). Even though the importance of culturally responsive teaching is discussed for more than two decades (e.g., Ladson-Billings 1994), limited research has been conducted and only few examples are evident in mathematics classrooms. This study intended to introduce CRT to preservice teachers and prepare them to understand CRT strategies and use CRT techniques in practice, especially in teaching mathematics.

The preservice teachers in this study demonstrated a comprehensive understanding of culturally responsive teaching (CRT) during the university in class activities. Their knowledge on quiz, reflections on reading, or reading summaries using graphic organizers showed improvement in preservice teacher’s knowledge of CRT. However, not all preservice teachers were clear on application to the field and some failed to ask their cooperating teachers in depth questions about what CRT techniques they use during mathematics instruction. This discrepancy is possibly due to the structure of the university course or less emphases on connecting their understanding of CRT techniques and the use of them in the field.

The researchers intend to make some changes to instruction and pacing based on these results. One adjustment will be made in using graphic organizers. Consistent use of graphic organizers appeared to increase comprehension and should be used more consistently in this course. Another concern is that research articles to support the text chapters lead to better comprehension than reading the text alone. Thus, this will be applied to more subjects in this course. The timing of the cooperating teacher interview might have been another factor for the disconnection between knowing CRT and applying the knowledge. This was corrected with the second group. They were given a due date closer to explanation of the material and work on group discussions. Preservice teachers had more time to focus on the assignment, rather than it being one of the many assignments due at semester’s end. Finally seeking cooperating teachers that have a strong knowledge of CRT is a future goal of our teacher preparation program. Preservice teachers need models of CRT in mathematics to underscore the theory they are learning at the university.