Search results for: Katanyoutanant Tiffany

The present study describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, the authors found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. Furthermore, they also found strong PST receptivity to supporting academic language for second language learners and integrating cultural funds of knowledge into mathematics lessons, and mixed receptivity to integrating social justice into mathematics lessons.