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Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?

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Open access
Authors
Sparrow, Len
Hurst, Chris
Date
2012
Type
Conference Paper

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Sparrow, Len and Hurst, Chris. 2012. Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?, in Wright, J. (ed), Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE-APERA), Dec 2-6 2012, pp. 1-8. Sydney, Australia: Australian Association for Research in Education (AARE).
Source Title
AARE 2012 Conference Proceedings & Program
Source Conference
AARE-APERA 2012 The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference
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Abstract

The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers’ knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners’ socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children.