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Similarly, for the second activity, participants were assigned into groups to read, identify, and summarize culturally responsive mathematics teaching practices.
The researcher reviewed the discussion threads and identified pertinent ideas related to culturally responsive mathematics teaching practices.
For the first research question--Why are teachers not engaged in culturally responsive mathematics teaching?--the data revealed four major themes:
Hence most researchers on culturally responsive mathematics teaching have posited that different cultures have their ways of thinking about and doing mathematics that differ from others (D'Ambrosio, 1997).
Therefore, the participants concluded, communal learning must be a dimension of culturally responsive mathematics teaching. This is supported by Dill and Boykin's study (2000) with African-American fifth grade students in which they examined three learning contexts such as communalism, peer tutoring, and individual learning, and revealed that participants who studied in the communal learning context recalled significantly more text than those who were assigned to individual contexts.
Teacher education and professional development activities must clearly engage and model for preservice and inservice teachers how to undertake culturally responsive mathematics teaching. It is one thing to know about the concept but it is extremely important to model it.
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