Elementary teacher practices for culturally responsive mathematical modeling

Abstract

Culturally responsive mathematical modeling empowers teachers to build on the outof-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face. Data sources include 31 videotaped modeling lessons from 13 elementary grade teachers (from across grades K-4) who participated in a yearlong professional development program. Lessons were coded using an observation tool that attended to varied dimensions of teaching modeling, and analyzed for patterns and alignment with culturally responsive teaching practice. Findings included areas of strength which suggest entry points for teachers who are new to culturally responsive mathematical modeling, and areas of challenge where teachers likely require more support. Findings also identify practices for teaching modeling that align with culturally responsive mathematics teaching, charting paths for strong practice in dimensions that are both challenging and generative for culturally responsive teaching. Our findings can inform professional development and teacher education efforts focused on mathematical modeling.