Elementary Mathematics Pre-Service Teachers' Understandings of Culturally Responsive Mathematics Lesson Planning Processes

Abstract

Worldwide social and cultural changes significantly affect educational processes. One of the important needs arising from these changes is the ability of teachers to conduct mathematics instruction with an understanding of cultural diversity, awareness, and culturally responsive teaching approaches. This qualitative research aims to deeply investigate the processes followed by preservice teachers when designing culturally responsive mathematics lesson plans and how these processes unfold. The participants of the study are preservice elementary mathematics teachers studying at different grade levels (2nd, 3rd, and 4th grades). The lesson plans developed by the preservice teachers constitute the main data source of the research and these plans have been analyzed under five main themes: Cognitive Demand Level (A), Depth of Knowledge and Student Understanding (B), Mathematical Discourse and Communication (C), Power and Participation (D), Funds of Knowledge/Culture/Community (E). The results of the study, consistent with related research in the literature, indicate that when preservice teachers receive systematic and effective training on culturally responsive mathematics instruction, they can develop lesson plans that adhere to the principles of this instruction.

Keywords

• Culturally responsive pedagogy
• Mathematics teaching
• Lesson planning
• Pre-service mathematics teachers

İlköğretim Matematik Öğretmen Adaylarının Kültüre Duyarlı Matematik Ders Planı Tasarlama Süreçlerine Dair Anlayışları

Abstract

Dünya genelinde yaşanan sosyal ve kültürel değişimler, eğitim-öğretim süreçlerini de önemli ölçüde etkilemektedir. Bu değişimlerin ortaya çıkardığı önemli ihtiyaçlardan birisi de öğretmenlerin kültürel çeşitliliği anlayan, farkındalığa sahip ve kültüre duyarlı öğretim yaklaşımları ile matematik öğretimi gerçekleştirebilmeleridir. Nitel olarak tasarlanan bu araştırma kapsamında, öğretmen adaylarının kültüre duyarlı matematik ders planlarını tasarlarken izledikleri süreçler ve bu süreçlerin nasıl gerçekleştiği derinlemesine incelenmek hedeflenmiştir. Araştırmanın katılımcılarını, farklı sınıf seviyelerinde (2., 3. ve 4. sınıf) öğrenim gören ilköğretim matematik öğretmen adayları oluşturmaktadır. Araştırmada, öğretmen adayları tarafından geliştirilen ders planları başlıca veri kaynağını oluşturmaktadır ve bu planlar; Bilişsel İstem Düzeyi (A), Bilginin ve Öğrenci Düşünüşünün Derinliği (B), Matematiksel Söylem ve İletişim (C), Otorite ve Katılım (D), Bilgi/Kültür/Topluluk Kaynakları (E) olarak beş ana tema altında analiz edilmiştir. Araştırmanın sonuçları, ilgili diğer çalışmalarla uyumlu bir şekilde, öğretmen adaylarının kültüre duyarlı matematik öğretimi konusunda düzenli ve etkin bir eğitim aldıklarında, bu öğretimin prensiplerine uygun ders planları geliştirebildiklerini göstermiştir.

Keywords

• Kültüre duyarlı pedagoji
• Matematik öğretimi
• Ders planlama
• Matematik öğretmen adayları

References

1. Aguirre, J. M., del Rosario Zavala, M., & Katanyoutanant, T. (2012). Developing robust forms of pre-service teachers' pedagogical content knowledge through culturally responsive mathematics teaching analysis. Mathematics Teacher Education and Development, 14(2), 113–136.
2. Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8(2), 163–190. https://doi.org/10.1080/1554480X.2013.768518
3. Akyüz, D., Dixon, J. K., & Stephan, M. (2013). Improving the quality of mathematics teaching with effective planning practices. Teacher Development, 17(1), 92–106. https://doi.org/10.1080/13664530.2012.753939
4. Aktuna, H. E. (2013). 6. sınıf öğrencilerinin etnomatematik etkinlikleriyle olan etkileşimleri ve bu etkinlikleri algılayışları. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
5. Amador, J. & Weiland, I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. The Teacher Educator, 50(2), 109–126. https://doi.org/10.1080/08878730.2015.1009221
6. Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66(2020), 101300. https://doi.org/10.1016/j.learninstruc.2019.101300
7. Baldinger, E. M. (2017). “Maybe it’s a status problem.” Development of mathematics teacher noticing for equity. E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Ed.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks içinde (s. 231–249). Springer International. https://doi.org/10.1007/978-3-319-46753-5_14
8. Ball, D. L. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8(1), 40–48.

9. Blömeke, S., Felbrich, A., Müller, C., Kaiser, G., & Lehmann, R. (2008). Effectiveness of teacher education: State of research, measurement issues and consequences for future studies. ZDM, 40, 719–773. https://doi.org/10.1007/s11858-008-0096-x
10. Celedón-Pattichis, S., Borden, L. L., Pape, S. J., Clements, D. H., Peters, S. A., Males, J. R., ..., & Leonard, J. (2018). Asset-based approaches to equitable mathematics education research and practice. Journal for Research in Mathematics Education, 49(4), 373–389. https://doi.org/10.5951/jresematheduc.49.4.0373
11. Çevikbas, M., König, J., & Rothland, M. (2023). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM Mathematics Education, 56, 101–113. https://doi.org/10.1007/s11858-023-01487-2
12. Chizhik, E. W. & Chizhik, A. W. (2018). Using activity theory to examine how teachers' lesson plans meet students' learning needs. The Teacher Educator, 53(1), 67–85. https://doi.org/10.1080/08878730.2017.1296913
13. Civil, M. (2002). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133–148.
14. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. Teachers College.
15. CRMT-TM Lesson Analysis Tool. (t.y.). Cultural responsive mathematics teaching -TM lesson analysis tool. https://www.todos-math.org/assets/TODOSconference2014/Presenter_Handouts/aguirre_ teachmathcrmt-lessonanalysistooloverview32.pdf sayfasından erişilmiştir.
16. Dempsey, M. & O’Shea, A. (2020). The role of task classification and design in curriculum making for preservice teachers of mathematics. The Curriculum Journal, 31(3), 436–453. https://doi.org/10.1002/curj.18
17. Ergene, Ö., Ergene, B. Ç., & Yazıcı, E. (2020). Ethnomathematics activities: reflections from the design and implementation process. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 402–437. https://doi.org/10.16949/turkbilmat.688780
18. Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–362. https://doi.org/10.1016/j.tate.2009.09.012
19. Gay, G. (2009). Preparing culturally responsive mathematics teachers. B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber (Ed.), Culturally responsive mathematics education içinde (s. 189–205). Routledge.
20. Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1-2), 143–152. https://doi.org/10.1177/0022487109347320
21. Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. L. Darling-Hammond & J. Bransford (Ed.), Preparing teachers for a changing world: What teachers should learn and be able to do içinde (s. 201-231). Jossey-Bass.
22. Gutstein, E. (2006). The real world as we have seen it: Latino/a parents' voices on teaching mathematics for social justice. Mathematical Thinking and Learning, 8(3), 331–358. https://doi.org/10.1207/s15327833mtl0803_7
23. Gutiérrez, R. (2008). Research commentary: A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://doi.org/10.5951/jresematheduc.39.4.0357
24. Gutiérrez, R. (2012). Embracing Nepantla: Rethinking “knowledge” and its use in mathematics teaching. Journal of Research in Mathematics Education, 1(1), 29–56. https://doi.org/10.4471/redimat.2012.02.
25. Güreş, H. (2019). Farklı kültürel değerlere sahip ortaokul 7. sınıf öğrencilerin matematiksel düşüncelerinin incelenmesi: Bir etnomatematik uygulaması. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
26. Hayat Boyu Öğrenme Genel Müdürlüğü. (2023). İzleme ve Değerlendirme Raporu 2023. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2024_05/14104707_izlemevedegerlendirmeraporu2023.pdf sayfasından erişilmiştir.
27. Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8, 803–820. https://doi.org/10.1007/s11422-013-9544-1
28. Herner-Patnode, L. & Lee, H. J. (2021). Differentiated instruction to teach mathematics: Through the lens of responsive teaching. Mathematics Teacher Education and Development, 23(3), 6–25.
29. Jackson, C. K. & Makarin, A. (2016). Simplifying teaching: A field experiment with online "off-the-shelf" lessons. National Bureau of Economic Research.
30. Jackson, C., Taylor, C. E., & Buchheister, K. (2018). Seeing mathematics through different eyes: An equitable approach to use with prospective teachers. T. G. Bartell (Ed.), Toward equity and social justice in mathematics education içinde (s. 263–285). Springer. https://doi.org/10.1007/978-3-319-92907-1_16
31. John, P. D. (1991). A qualitative study of British student teachers’ lesson planning perspectives. Journal of Education for Teaching, 17(3), 301–320. https://doi.org/10.1080/0260747910170307
32. John, P. D. (2006). Lesson planning and the student teacher: Re‐thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498. https://doi.org/10.1080/00220270500363620
33. Karlström, M. & Hamza, K. (2021). How do we teach planning to pre-service teachers–A tentative model. Journal of Science Teacher Education, 32(6), 664–685. https://doi.org/10.1080/1046560X.2021.1875163
34. Kartal, O., Morrissey, S. G., & Popovic, G. (2020). Analysis of elementary preservice teachers’ identification of mathematical problem-solving tasks and anticipated student solutions. The Mathematics Educator, 29(1), 85–111.
35. Ladson-Billings, G. (1994). What we can learn from multicultural education research. Educational Leadership, 51(8), 22–26.
36. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University.
37. Lim, W., Son, J. W., & Kim, D. J. (2018). Understanding preservice teacher skills to construct lesson plans. International Journal of Science and Mathematics Education, 16, 519–538. https://doi.org/10.1007/s10763-016-9783-1
38. Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: The student perspective. Education and Information Technologies, 23, 797–817. https://doi.org/10.1007/s10639-017-9636-8
39. Liyanage, I. & Bartlett, B. J. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education, 26(7), 1362–1371. https://doi.org/10.1016/j.tate.2010.03.006
40. Martin, D. B., Gholson, M. L., & Leonard, J. (2010). Mathematics as gatekeeper: Power and privilege in the production of knowledge. Journal of Urban Mathematics Education, 3(2), 12–24.
41. Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
42. Morris, A. K. & Hiebert, J. (2017). Effects of teacher preparation courses: Do graduates use what they learned to plan mathematics lessons? American Educational Research Journal, 54(3), 524–567. https://doi.org/10.3102/0002831217695217
43. Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433–452.
44. NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
45. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2017). Öğretmenlik Mesleği ve Genel Yeterlikleri. https://oygm.meb.gov.tr/dosyalar/StPrg/Ogretmenlik_Meslegi_Genel_Yeterlikleri.pdf sayfasından erişilmiştir.
46. Özyıldırım-Gümüş, F. (2022). Preservice elementary mathematics teachers’ use of patterns and pattern problems when planning and implementing lessons. International Journal of Mathematical Education in Science and Technology, 53(8), 2152–2175. https://doi.org/10.1080/0020739X.2021.1952325
47. Register, J., Fernandes, A., & Pugalee, D. (2022). Supporting preservice mathematics teachers’ culturally responsive teaching: A focus on teaching for social justice. Mathematics, 10(6), 1–27. https://doi.org/10.3390/math10060896
48. Ruys, I., Keer, H. V., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349–379. https://doi.org/10.1080/00220272.2012.675355
49. Schmidt, M. (2005). Preservice string teachers' lesson-planning processes: An exploratory study. Journal of Research in Music Education, 53(1), 6–25. https://doi.org/10.1177/002242940505300102
50. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
51. Sowder, J. T. (2007). The mathematical education and development of teachers. F. K. Lester (Ed.), Second handbook on research of mathematics teaching and learning içinde (s. 157–223). Information Age.
52. Tataroğlu-Taşdan, B., Tekin-Dede, A., & Yiğit-Koyunkaya, M. (2022). Examining pre-service mathematics teachers’ argumentation-supported lesson plans and their noticing during planning. International Journal of Mathematical Education in Science and Technology, 55(6), 1309–1329. https://doi.org/10.1080/0020739X.2022.2054741
53. Taylan, R. D. (2018). The relationship between pre-service mathematics teachers’ focusses on student thinking in lesson analysis and lesson planning tasks. International Journal of Science and Mathematics Education, 16, 337–356. https://doi.org/10.1007/s10763-016-9778-y
54. TEACH MATH. (2012). Culturally responsive mathematics teaching lesson analysis tool. Unpublished instrument. https://www.todos-math.org/assets/TODOSconference2014/Presenter_Handouts/ aguirre_teachmathcrmt-lessonanalysistooloverview32.pdf sayfasından erişilmiştir.
55. Thomas, C. A. & Berry III, R. Q. (2019). A qualitative meta-synthesis of culturally relevant pedagogy & culturally responsive teaching: Unpacking mathematics teaching practices. Journal of Mathematics Education at Teachers College, 10(1), 21–30. https://doi.org/10.7916/jmetc.v10i1.1668
56. Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., & Díez-Palomar, J. (2009). “Everything is math in the whole world”: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), 136–157. https://doi.org/10.1080/10986060903013382
57. Turner, E. E. & Drake, C. (2016). A review of research on prospective teachers’ learning about children’s mathematical thinking and cultural funds of knowledge. Journal of Teacher Education, 67(1), 32–46. https://doi.org/10.1177/0022487115597476
58. Ulusoy, F. & İncikabı, L. (2023). Preservice mathematics teachers’ selection of curriculum resources in individual and group lesson planning processes. International Journal of Mathematical Education in Science and Technology, 54(4), 557–578. https://doi.org/10.1080/0020739X.2021.1958944
59. van Es, E. A., Hand, V., Agarwal, P., & Sandoval, C. (2022). Multidimensional noticing for equity: Theorizing mathematics teachers’ systems of noticing to disrupt inequities. Journal for Research in Mathematics Education, 53(2), 114–132. https://doi.org/10.5951/jresematheduc-2019-0018
60. Villegas, A. M. & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://doi.org/10.1177/0022487102053001003
61. Vygotsky, L. (1978). Interaction between learning and development. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Ed.), Mind in society: The development of higher psychological processes içinde (s. 79–91). Harvard University.
62. Yazgan-Sağ, G. & Emre-Akdoğan, E. (2017). Analysis of the changes in prospective secondary mathematics teachers’ knowledge of lesson plan. Journal of Education and Future, 12, 157– 174.
63. Yin, R. K. (2009). Case study research: Design and methods. SAGE.
64. Yolcu, A. (2019). Research on equitable mathematics teaching practices: Insights into its divergences and convergences. Review of Education, 7(3), 701–730. https://doi.org/10.1002/rev3.3163
65. Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 55(2), 138–152. https://doi.org/10.1080/00220272.2023.2182650