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Cited by 12Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesCritical Race Theory in Education

The Role of Insights in Becoming a Culturally Responsive Mathematics Teacher

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Nolan, Kathleen T., Xenofontos, Constantinos·2023·Education Sciences
DOI 10.3390/educsci13101028
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Abstract

This paper extends earlier research on prospective and practicing teachers’ (PPTs’) developing understandings of culturally responsive pedagogy (CRP) while enrolled in a teacher education course for CRP and mathematics. Here, we take as our starting point a framework we refer to as COFRI, which describes five integral components of PPTs’ perspectives on CRP: Challenges, Opportunities, Fears, Resistance, and Insights. Viewing PPTs’ reflective journal entries through the lens of this framework, we noticed interesting relationships between the five components that had not been evident in our initial analysis. Specifically, we observed that, as we coded participants’ reflections according to C, O, F, R, and I, each I (insight) appeared to be related to one (or more) of the other components in quite different ways. Additionally, careful study of the insights expressed by PPTs lead to our categorization of insights according to one of three types: mathematical, pedagogical, or ideological. As a result, this paper offers a new way to interpret the five components, specifically their relationships to new insights into CRP and the corresponding types of insights that PPTs produce over the course of one semester. In closing, this paper discusses implications for mathematics teacher educators in understanding and processing PPTs’ evolving understandings of CRP.

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  • Culturally responsive pedagogy (CRP) is an approach toward equitable and socially just mathematics teaching.

    “When defining culture as dynamic and nested, Nolan and Xenofontos (2023) maintain that culturally responsive pedagogy (CRP) is an approach toward equitable and socially just mathematics teaching.”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Nolan & Xenofontos, 2023

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Cited by

Sorted by citations

Authors
Nolan, K. T., & Xenofontos, C.
Affiliations
  • University of Regina (CA)
  • OsloMet – Oslo Metropolitan University (NO)
Corresponding author
Nolan, Kathleen T.
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2023-10-13
Volume
13
Issue
10
Pages
1028
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci13101028
OpenAlex
W4387603315
Cited by
12
References
1
Citations by year
2026: 9 · 2025: 2 · 2024: 1
FWCI
5.37
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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 responsive teaching, mathematics teacher education, pre-service teachers, teacher insight, reflective journals, teacher beliefs

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