Issue Papers: Diversity: Preparing Mathematics Teachers for Culturally-Responsive Teaching

The cultural diversity of our society is increasing, and the middle school classroom is a reflection of that change. The mono-cultural classroom of the 1950s and 60s no longer exists. Teacher preparation programs must evolve to prepare preservice teachers to teach to a diverse community of learners. The National Council of Teachers of Mathematics (NCTM) is “committed to the principle that groups underrepresented in mathematics-based fields of study should be full participants in all aspects of mathematics education” (NCTM Handbook, 1996-97 p. 19). Underrepresented groups are those who choose not to take advanced mathematics courses or enter professions involving mathematics. These groups consist of Hispanics, African-Americans, females, Native Americans, Alaskan Natives, and Native Pacific Islanders. Mathematics instruction must reflect and appeal to all students.