Making culturally responsive mathematics teaching explicit: a lesson analysis tool

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Aguirre and colleagues (Aguirre & Zavala, 2013; Aguirre, Zavala, & Katanyoutanant, 2012) describe how a Culturally Responsive Mathematics Teaching tool that focused both on CMT and CFoK, among other factors, enabled teachers to systematically analyze multiple dimensions of their mathematics lessons.”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “Aguirre and Zavala (2013) developed what they referred to as a culturally responsive mathematics teaching tool to assist teachers to engage “children’s mathematical lessons among multiple dimensions that include children’s mathematical thinking, language, culture and social justice” (p.171).”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “…to multiple mathematical knowledge bases in ways that demonstrate that preservice teachers can be supported to design and implement standards-based instruction from an asset-based approach, an often-cited challenge for in-service teachers to incorporate into their practice (Aguirre & Zavala, 2013).”