Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework
|Advisor:||Noordhoff, Karen J.|
|Commitee:||Henry, Samuel D., Latiolais, M. Paul, de la Cruz, Emily C.|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Multicultural Education, Teacher education|
|Keywords:||Beliefs, Culturally responsive pedagogy, Diversity, Elementary teacher education, Mathematics, Multicultural education, Perceptions, Teacher candidates|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be