The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students

By J. Leonard, C. Napp, S. Adeleke. 2009

73 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/81e71da85b916e5b935b93f7dd9489ce3c124703

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Joy M. Barnes-Johnson
2. R. Berry
3. Maria del Rosario Zavala
4. J. Leonard
5. Wanda M. Brooks
6. J. Aguirre
7. Dan Battey

Citations in the corpus

• The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “Teachers are likely to exit credentialing programs without this knowledge (Blanchett, 2006), and inservice teachers often receive little professional development on how to infuse student culture and social justice issues into their everyday mathematics routine (Leonard et al., 2009).”
• Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “In addition, both Vanessa and Melissa identified potential tensions related to addressing social justice in mathematics lessons (e.g., age appropriate and readiness) that are not uncommon in the culturally responsive mathematics literature (Aguirre, 2009; Christiensen, 2008; Leonard et al., 2009).”