| Abstract: | A collective case study guided by reconceptualized critical theory explored the teaching of four elementary teachers as they
incorporated a model of culturally relevant teaching into their mathematics instruction at four predominantly Black schools
in Bermuda. The study examined how teachers sought to (a) foster critical mathematical thinking and critical consciousness,
(b) build on informal mathematical and cultural knowledge; and (c) utilize empowerment orientations toward students' culture
and experience. The teachers embraced culturally relevant teaching but varied in their efforts to incorporate these perspectives
into instruction. Four facets of their teaching are illuminated. These complexities included situations were teaching focused
on sustaining empowered relationships;building on or to students' cultural knowledge; and fostering critical thinking as framed in the model, or personal definitions.
This revised version was published online in August 2006 with corrections to the Cover Date. |
