Preservice Teachers' Culturally Responsive Teaching (CRT) Approaches in Teaching Mathematics to Diverse Learners

Presenter Information

Hea-Jin Lee, Ohio State University LimaFollow
Leah Herner-Patnode, Ohio State University LimaFollow
Seonhee ChoFollow

Abstract

This study examined how preservice teachers integrate Culturally Responsive Teaching (CRT) strategies in their instructional design. CRMT approaches were measured using mathematics lesson design tasks for diverse learners, including an average performing student (neurotypical), a student with a mathematical learning disability (MLD), and an English Language Learner (ELL). The results of this study revealed that PTs adopted a greater variety of strategies for the neurotypical student than the student with MLD or ELL. The most adopted strategies were teacher-led instruction, language support, and student-engaged hands-on activities, whereas time support, emotional support, and identification of learner’s needs were adopted least frequently.

Recommended Citation

Lee, Hea-Jin; Herner-Patnode, Leah; and Cho, Seonhee (2023) "Preservice Teachers' Culturally Responsive Teaching (CRT) Approaches in Teaching Mathematics to Diverse Learners," Ohio Journal of Teacher Education: Vol. 37: No. 1, Article 6.
Available at: https://www.exhibit.xavier.edu/ojte/vol37/iss1/6