Strategies for Culturally Responsive Mathematics Teaching: Secondary School Teachers' Perspectives and Experiences
DOI:
https://doi.org/10.46328/ijses.5880Keywords:
Culturally responsive teaching, Mathematics education, Equity, Instructional strategiesAbstract
Culturally responsive teaching (CRT) is increasingly recognized as a pedagogical framework capable of addressing persistent inequities in mathematics education by aligning instruction with students' sociocultural contexts. This study explores the strategies, equity implications, and challenges of implementing CRT in mathematics education in public secondary schools in The Gambia. Grounded in Vygotsky’s sociocultural theory, the study employed a qualitative approach, utilizing semi-structured interviews with eight mathematics teachers and eight student focus groups across three secondary schools. The data were transcribed, coded, and thematically analyzed. Findings revealed six dominant CRT strategies: integrating real-life community-based examples, using students’ first languages for instruction, incorporating cultural games, adapting teaching materials, leveraging students’ cultural funds of knowledge, and involving learners in collaborative, inclusive group tasks. Teachers highlighted that CRT fosters equity by contextualizing instruction, validating students’ cultural identities, and bridging academic gaps across socio-economic backgrounds. However, several challenges were identified, including lack of culturally relevant instructional materials, curriculum rigidity, student resistance to non-traditional methods, overcrowded classrooms, limited knowledge of diverse cultures, and insufficient professional development. The study confirms that CRT holds substantial promise for fostering equitable and inclusive mathematics education. However, systemic reforms, particularly in curriculum design, teacher training, and assessment policies, are necessary to institutionalize culturally responsive practices in The Gambia’s education system.
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