Culturally Responsive Mathematics Teaching: A Research Synthesis
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The CRMT tool provides a culturally responsive approach to teaching mathematics in the classroom.
“and it provides a culturally responsive approach to teaching mathematics in the classroom (Abdulrahim & Orosco, 2020; Bonner, 2021; Celedón-Pattichis et al., 2018).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Abdulrahim & Orosco, 2020
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789 · see citing works
Toward a Theory of Culturally Relevant Pedagogy
Ladson-Billings, G. (1995) · American Educational Research Journal · doi:10.3102/00028312032003465 · Cited by 8,057 · see citing works
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992) · Theory Into Practice · doi:10.1080/00405849209543534 · Cited by 7,339 · see citing works
Usborne, E., & Taylor, D. M. (2010) · Personality and Social Psychology Bulletin · doi:10.1177/0146167210372215 · Cited by 266 · see citing works
A teacher expectation intervention: Modelling the practices of high expectation teachers
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.03.003 · Cited by 222 · see citing works
Engagement as an inherent aspect of the learning process
Boekaerts, M. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.02.001 · Cited by 217 · see citing works
Making culturally responsive mathematics teaching explicit: a lesson analysis tool
Aguirre, J. M., & del Rosario Zavala, M. (2013) · Pedagogies: An International Journal · doi:10.1080/1554480x.2013.768518 · Cited by 195 · see citing works
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Comstock, M., Litke, E., Hill, K. L., & Desimone, L. M. (2023) · AERA Open · doi:10.1177/23328584221140092 · Cited by 65 · see citing works
Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies
Bertrand, M. G., Sezer, H. B., & Namukasa, I. K. (2024) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-024-00152-x · Cited by 28 · see citing works
Min, M., Whitehead, A., Wells, C., & Akerson, V. (2023) · International Journal of Research in Education and Science · doi:10.46328/ijres.3068 · Cited by 1 · see citing works
“In addition, these fields tend to emphasize evidence-based practices and devalue students’ sociocultural knowledge, which is subjective (Abdulrahim & Orosco, 2020; Ukpokodu, 2011).”
- Authors
- Abdulrahim, N. A., & Orosco, M. J.
- Affiliations
- University of Kansas (US)
- Corresponding author
- Abdulrahim, Naheed A.
- Venue
- The Urban Review
- Published
- 2019-04-05
- Volume
- 52
- Issue
- 1
- Pages
- 1-25
- ISSN
- 0042-0972 (ISSN-L)
- 1573-1960
- OpenAlex
- W2930639378
- Cited by
- 158
- References
- 7
- Citations by year
- 2026: 46 · 2025: 43 · 2024: 24 · 2023: 18 · 2022: 12 · 2021: 6 · 2020: 6 · 2019: 1 · 2016: 1
- FWCI
- 15.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- The Urban Review (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- culturally relevant pedagogy, culturally and linguistically diverse students, mathematics education, inclusive learning environment, K-12 education, teacher practices
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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