Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies

This article examines 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The models were developed from and are illustrated by findings from a series of exploratory research studies conducted to evaluate various methods for preparing preservice teachers to address the educational implications of bicultural partnership between indigenous Maori and New Zealand European groups. The studies explored the perceptions of preservice and beginning teachers regarding the incorporation of cultural approaches in the teaching of mathematics. The implications of our research regarding the challenges of representing cultural perspectives in mathematics education are discussed in the context of the broader literature on culturally responsive education.