Date Approved
1-9-2025
Embargo Period
2-5-2027
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership
College
College of Education
Advisor
Ane Turner Johnson, PhD
Committee Member 1
Joanne Connor, EdD
Committee Member 2
Molly H. Fisher, PhD
Keywords
Culturally Responsive Teaching;Equity;Inclusivity
Disciplines
Education
Abstract
Elementary mathematics education must go beyond traditional approaches to foster inclusivity and empower students from diverse cultural backgrounds. This study explores the experiences of elementary mathematics teachers in grades three, four, and five in a highly diverse suburban school district as they engage with a three-year professional development on culturally responsive teaching and transfer the knowledge gained in their classrooms. By integrating students' cultures into mathematics instruction, these educators enhance student engagement, nurture their sense of belonging, foster positive mathematical identities, and promote critical thinking skills. While much research on culturally responsive teaching is theoretical, few studies examine educators' firsthand experiences with this pedagogy and how to implement it. Using an evaluative case study design (Merriam, 1998), this research addresses this gap, revealing how culturally responsive approaches in mathematics – when transferred from professional development into the classroom- create inclusive and dynamic learning environments that support meaningful connections, active participation, and success.
Recommended Citation
Saba, Rania, "ELEMENTARY MATHEMATICS TEACHERS’ EXPERIENCES FOLLOWING A THREE-YEAR PROFESSIONAL DEVELOPMENT ON CULTURAL RESPONSIVENESS: AN EVALUATIVE CASE STUDY" (2025). Theses and Dissertations. 3320.
https://rdw.rowan.edu/etd/3320
