Abstract
Presenter (s) Alesia Mickle Moldavan, Fordham University
Tags Culturally-Responsive Pedagogy, Literacy, Social Justice, STEM education, Teacher Education, Teaching
This study reports on preservice teachers participating in 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 make cultural connections to elementary school mathematics content. The findings from this work signify that efforts must be made in global teacher preparation to implement innovative practices that elicit CRMT to improve the quality of mathematics instruction for all students.
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