A Culturally Responsive Framework for Critically Examining Priorities in Approximations of Practice

Abstract

A recent focus in research is for mathematics teacher educators (MTEs) to examine the approximations of practice they use to build prospective teachers\u27 (PTs) knowledge and pedagogies for mathematics teaching. This chapter focuses on conducting an audit, or analysis, of the approximations of practice that the first author used to structure learning opportunities during secondary mathematics education coursework in a university-based classroom. Through a critical examination of her approximations, she identifies the strengths and shortcomings in PTs\u27 opportunities to develop culturally responsive pedagogies (CRP). By drawing on a recently developed CRP self-study framework, along with the second author\u27s critical friend contributions, the authors conclude that MTEs should examine opportunities for expanding teacher modeling of CRP practices, as well as collaborate with PTs to collectively brainstorm and problem solve together to enact practices in ways that move beyond what all parties have experienced previously, or are capable of creating individually