Toward More Equitable Instruction: How Teachers Integrate Ambitious, Traditional, and Culturally Responsive Mathematics Practices
Year: 2025
Type: article
Study design: Observational Study
Abstract: Increasingly, there is consensus that equitable mathematics instruction incorporates ambitious and culturally responsive (CR) practices. Using self-reported survey data and mixture modeling, we examine teachers’ emphasis on ambitious, traditional, and CR mathematics practices. We offer an emergent typology for characterizing teacher engagement with CR teaching in mathematics. One-half of teachers—predominantly White and experienced—reported rarely engaging in CR practices, focusing exclusively on a mix of ambitious and traditional practices. One-third of teachers emphasized some CR practices alongside ambitious and traditional practices. Less than one-quarter of teachers—predominantly teachers of color—emphasized ambitious mathematics and a robust set of CR practices. Teachers who de-emphasize CR teaching reported believing in it but having low self-efficacy. We offer implications for policy and practice.
Source: AERA Open
Institutions: University of Maryland, College Park, University of Delaware
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,000
Awards: University of Delaware - to fund research and research-connected technical assistance in the "Partnerships to advance professional learning services supporting implemen..., University of Pennsylvania Predoctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education
OpenAlex ID: W4409603028