Date of Award

Spring 5-12-2017

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Middle and Secondary Education

First Advisor

Pier A. Junor Clarke, Ph.D.

Second Advisor

Iman C. Chahine, Ph.D.

Third Advisor

Gholnecsar E. Muhammad, Ph.D.

Abstract

Prospective teachers of diverse students such as Black children, need to have opportunities in their professional study to develop the shared knowledge, perceptions and attitudes required for effective implementation of culturally responsive mathematics pedagogy. This instrumental qualitative case study began investigative and exploratory work through the coupling of qualitative research methodology and critical race theory to examine four preservice secondary mathematics teachers’ (PSMTs) experiences using culturally responsive mathematics pedagogy (CRMP) in classrooms to teach Black children. The research questions addressed were: How do PSMTs negotiate their experiences of teaching mathematics to Black children while immersed in CRMP professional learning activities during their practicum? What affordances or constraints do PSMTs identify when using CRMP practices? Participants in the study explored their experiences with CRMP by addressing race, socio political, and cultural issues within education. An analysis of the data revealed that the participants’ experiences integrating and using CRMP were heavily impacted by: a) interpersonal and intrapersonal race relationships; b) immersion in CRMP learning activities; c) understanding of CRMP tenets; and d) school policies and practices. Perhaps the most important take away from the analysis of this study’s data and discussion is that interpersonal and intrapersonal relationships both inside and outside of the mathematics classroom as it relates to how PSMTs situate themselves racially and culturally serve as impetus to how CRMP is integrated and used to teach Black children. The findings of this study have implications for teacher preparation programs and educators who aim to become more culturally responsive in their mathematics classroom while seeking to improve and promote academic success of Black children in mathematics.

Share

COinS