Culturally Responsive Mathematics Teaching Opportunities in Standards-Based Curricula: An Exploratory Analysis

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Cultural Responsive Practices in the Policy Landscape of Curricular Mandates (Table 9)

Abstract

Although topic coverage and cognitive demand are key aspects of mathematics curriculum analysis, they are insufficient for recognizing the ways that such curricula present opportunities to support culturally responsive mathematics teaching (CRMT). Capturing elements of curriculum content or rigor and additional components of CRMT would help shed light on important differences in the design of such curricula. We analyze six popular standards-based grade six mathematics curricula along seven dimensions of CRMT along with established analyses of content coverage and performance expectations. Our results indicate that this sort of analysis can help describe meaningful differences in how these curricula approach the content, and can complicate narrower, traditional approaches to mathematics curriculum analysis.

Authors

• Ethan P. Smith, Washington State University - Tri-Cities
  Presenting Author

• Riley Stone, Mathematica Policy Research, Inc
  Presenting Author

• Laura M. Desimone, University of Delaware
  Non-Presenting Author

• Barbara Harris, Mathematica Policy Research, Inc
  Non-Presenting Author