What Collaborating Teachers Got to Do With It? Understanding the Importance of Pre- and In-Service Teacher Collaborations for Enacting Culturally Responsive Mathematics Teaching Through Critical Examinations of Collaborating Teachers’ Experiences

Abstract

Extant literature suggests that pre-service teachers’ enactment of culturally responsive mathematics practices is often impacted by the duality of what is learned in preparation programs and the reality faced at school sites. For many preservice teachers, this reality typically rests within the capacities of their assigned collaborating teacher's own experiences with enacting culturally responsive practices. Through a synthesis of the reviewed literature, the author examines collaborating teachers’ experiences with enacting culturally responsive mathematics practices and argues that such experiences are both significant and central to bridging the gap between theory and practice. Afterwards, the reconceptualization of a new approach is shared.