Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Ruthmae Sears, Ph.D.
Co-Major Professor
Michael Berson, Ph.D.
Committee Member
Darlene DeMarie, Ph.D.
Committee Member
Mile Krajcevski, Ph.D.
Keywords
challenges, Education, Lesson Planning, perspectives, Teacher candidates
Abstract
Equipping teachers with the knowledge, skills, and dispositions deemed necessary to work with students from diverse populations is a documented need that plagues teacher education. Furthermore, the influx of students from diverse backgrounds enrolled in United States schools intensifies the need to prepare the future generation of teachers to be equipped to provide learning opportunities for each and every student in their classroom. This paper highlights the importance of culture and the integral place it holds when supporting current and future teachers with planning and subsequently enacting culturally responsive mathematics and culturally relevant mathematics tasks in their middle grades mathematics methods course. It will highlight their perceptions of culture and their preparedness to use culturally responsive mathematics and culturally relevant mathematics tasks in their teaching. Furthermore, this study will highlight the challenges and constraints that students in the class encounter when engaged in this work. The findings of this study will add to the research on preparing teachers to use culture in their practice to provide opportunities to learn mathematics for students from diverse backgrounds.
Scholar Commons Citation
Dupree, Lakesia L., "Mathematics Teacher Preparation Reimagined: The Exploration of Preservice Teachers Planning Culturally Responsive Mathematics Lessons Using Culturally Relevant Mathematics Tasks" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10182
