July 19th Reading Response


Prior to beginning this course journey (the pre-course survey),  you were asked to define culturally responsive pedagogy (CRP) in general and, more specifically, CRP in the mathematics classroom. Considering your learning in this course through the readings, discussions, reflections, and assignments, reflect on 3 key areas of your own personal and/or professional growth with regard to CRP in the mathematics classroom.


I feel like I have learned a lot over the period of this course. With regards to my own personal and/or professional growth in regard to culturally responsive pedagogy in the mathematics classroom, there are key areas I feel have changed.

I didn’t think about how essential culturally responsive pedagogy is in a mathematics classroom before coming into this classroom. Of course, it makes sense to me to be culturally responsive and I think of it more frequently now. But, I also found that there are aspects I consider while teaching but not so much when I am lesson planning. I feel like, especially in mathematics, looking at how culturally responsive your lessons are would help your students a lot. I like the idea of breaking up assignments in the way that Jeremy Sundeen does; he lets students redo their tests three times and provides them with support. I feel like giving students these extra chances to do their tests again provides them with the chance to fully understand the topic and gives them a better chance of success. I feel like this would be especially useful for students with linguistically diverse backgrounds. Looking back at the lesson analysis tool, I don’t think I would use that too often. It definitely opened up my eyes to the fact that my lessons aren’t culturally responsive which has surely curved my thinking.

This course has challenged my thinking. It has taught me to question what we are teaching in mathematics. It is teaching me to consider the questions I use in my mathematics classroom. It has made me think deeper about how to incorporate experiential learning into my lessons. After listening to Tracey McMillan I learned a lot about Nunavut and how different their education system is; I enjoy the fact that their curriculum involves Elders in its creation. Each of the presenters that we had gave some insight to challenge my thinking.

I think the biggest personal/professional growth that I have had is how my mindset has changed. When I first came in the class I didn’t fully grasp what it meant to be culturally responsive. I have gained an interest in looking into how to teach linguistically diverse learners in my mathematics classroom. There isn’t a whole lot of information or resources to use when it comes to teaching linguistically diverse learners which shows the need for development in the area. I enjoyed the book chapters I read by Kersaint, G., Thompson, D. R., Petkova, M. It goes into detail on how to help our students that are linguistically diverse. Using different strategies for helping students to problem solve were useful for me to begin thinking about my teaching; guess and check, make a table, act it out, etc. I am thinking even more now about how I can be culturally responsive in my classroom.

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