Culturally Responsive Mathematics Teaching (CRMT) is a holistic approach that integrates students’ cultural identities, lived experiences, and community knowledge into mathematics instruction to promote equity, engagement, and deep learning. In EQSTEMM, we draw on Zavala and Aguirre’s (2024) framework for culturally responsive mathematics teaching (CRMT). The CRMT framework consists of three inter-related strands: Knowledges and Identities; Rigor and Support; and Power and Participation. Each strand consists of multiple dimensions. CRMT framework can guide educators to affirm students’ mathematical identities and diverse ways of thinking; ensure access to high-level tasks with appropriate supports; and foster agency, action, and critical consciousness through mathematics (Aguirre, Mayfield-Ingram & Martin, 2013/2024; Anhalt et al, 2018; Gay, 2002; Ladson-Billings,1995).
Download the CRMT Lesson Reflection Prompts
Ways to use CRMT Framework:
• Lesson Design Tool: Use CRMT framework dimension summaries to guide lesson design
• Instructional Feedback Tool: Use a particular strand or set of dimensions to get peer feedback on teaching
• Self-Reflection Tool: Look across the strands to identify strengths and stretches in math teaching practice. (Everyone has them)
• Analysis Tool: The video examples included on the Modeling Tasks section of our website highlight teacher practices for specific dimensions of the CRMT framework.
CRMT Lesson Reflection Prompts
CRMT with the Lesson Reflection Prompts can help Teachers and Collaborative Learning Teams plan, observe, and analyze lessons based on the dimensions.
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Anhalt, C. O. (2014). Scaffolding strategies for engaging students in mathematical modeling. Mathematics Teacher, 108(4), 312–318.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465