Culturally Responsive Mathematics: Characteristics in Classroom Settings

This chapter synthesizes research findings and empirical studies to explore Culturally Responsive Mathematics Teaching (CRMT) on the academic success of culturally and linguistically diverse (CLD) students. A specific review covering 15 published studies spanning 2009 to 2023 was conducted. Inclusion criteria encompassed being published in a peer-reviewed journal, integrating culturally responsive teaching or culturally relevant pedagogy into the study’s theoretical framework, and involving in-service and pre-service teachers in the research. The primary objective was to delineate the characteristics of CRMT classrooms promoting inclusive mathematics learning environments to narrow the academic gap between CLD and non-CLD students. The chapter underscores the need for further research on the practical application of CRMT with CLD students within school settings.