Challenging teachers’ perceptions of what mathematics is: Reflecting on culturally responsive pedagogy (CRP) in the mathematics classroom

In the Faculty of Education, at the University of Regina, a new Certificate in Teaching Elementary School Mathematics was launched during July 2017. Correspondingly, a new course called ‘Culturally Responsive Pedagogy (CRP) in the Mathematics Classroom’ was developed as a required course for the certificate program. The aims of the course (and this related research study) were to engage participants (mainly elementary/K-8 teachers) in challenging and disrupting traditional views of teaching, learning, and knowing school mathematics as a politically-, culturally-, and value-neutral subject. Themes of social justice, equity, Indigenous education, Ethnomathematics, and linguistically-diverse learners were explored in thinking critically about and planning for CRP within approaches to mathematics teaching and learning. In this paper/presentation, results will be shared from a final reflective essay assignment which asked participants to consider areas of their own personal and professional growth with respect to CRP in the mathematics classroom.