Abstract
This study examines preservice teachers’ perceptions about a microteaching lesson study (MLS) that
integrated multicultural literature to elicit culturally responsive mathematics teaching (CRMT)
during a mathematics methods course. Participation in the MLS’ iterative cycle of plan-teach-revise
encouraged preservice teachers to develop their pedagogical knowledge, make cultural connections
from texts to mathematical concepts, and engage in productive reflection. The MLS also provided
preservice teachers with a supportive peer learning community that fostered collaborative learning
to improve professional practice around CRMT. Suggestions are shared for how similar practicebased experiences can be used to enhance teacher education with focused practice addressing
mathematical thinking, language, culture, and social justice.
integrated multicultural literature to elicit culturally responsive mathematics teaching (CRMT)
during a mathematics methods course. Participation in the MLS’ iterative cycle of plan-teach-revise
encouraged preservice teachers to develop their pedagogical knowledge, make cultural connections
from texts to mathematical concepts, and engage in productive reflection. The MLS also provided
preservice teachers with a supportive peer learning community that fostered collaborative learning
to improve professional practice around CRMT. Suggestions are shared for how similar practicebased experiences can be used to enhance teacher education with focused practice addressing
mathematical thinking, language, culture, and social justice.
| Original language | English |
|---|---|
| Title of host publication | Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Pages | 1648-1652 |
| Number of pages | 5 |
| DOIs | |
| State | Published - Dec 23 2020 |