In this paper, the author provides counter-narratives of academically and mathematically successful male African Americans as they recount specific pedagogical practices of teachers that were influential to their achievement in mathematics, and to their academic success in general. The author connects the counternarratives to the propositions of culturally relevant pedagogy to demonstrate that practicing the science of culturally relevant pedagogy is indeed just good mathematics teaching.
Stinson, D. W. (2014). Practicing the science of culturally relevant mathematics pedagogy: Indeed, it is just good mathematics teaching! In K. S. Nguyen (Ed.), Proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences (pp. 43–48). Washington, DC: National Science Foundation. Retrieved from http://noyceconferenceindy.org/wp-content/uploads/2014/02/chapter10.pdf