Date of Conferral
2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Ruby E. Burgess
Abstract
AbstractAfrican American students and other students of color are not experiencing equitable learning outcomes in mathematics classrooms. The problem this study investigated was if and how teachers used culturally relevant education to help increase learning opportunities for African American students. This basic qualitative study aimed to explore teachers' perceptions of how they use culturally relevant education instructional practices to teach mathematics to middle-grade African American students. Further, teachers’ perceptions of their preparedness to use culturally relevant education practices were explored. Aronson and Laughter’s theory of culturally relevant education framed the study and guided data analysis. The research questions investigated if or how teachers used culturally relevant education to teach mathematics to African American students, how prepared they were to use the practices, and what support they needed. Data were collected from nine math teachers through semistructured interviews. The data were analyzed using a priori coding, developing categories, and emergent themes. The findings revealed teachers were unaware of culturally relevant education research, theory, and practices. Consequently, they were not prepared to use the practices. Most used personal experiences and student data to teach African American students. Finally, teachers desired training to learn and strengthen their culturally relevant knowledge and skills. Per the findings, a 3-day professional development was designed to provide opportunities for teachers to develop research-based knowledge about and how to use culturally relevant education practices in mathematics classrooms. Findings from this study may contribute to positive social change by equipping teachers with knowledge of how to use culturally relevant education practices to increase the learning outcomes for all students.
Recommended Citation
Randle, Lorna Bridgetnal, "Teachers’ Perceptions of Using Culturally Relevant Education Practices to Teach Middle-Grades Mathematics" (2023). Walden Dissertations and Doctoral Studies. 11820.
https://scholarworks.waldenu.edu/dissertations/11820
