Abstract
The purpose of this project was to conduct research to determine culturally relevant teaching strategies in the classroom as well as strategies to reduce student anxiety in the mathematics classroom. Through a literature review on these topics, I have been able to better understand strategies that can benefit culturally diverse students. To better understand these strategies in my classroom, I focused on three questions for this study: (1) What culturally responsive teaching strategies will I implement in my teaching to better support diverse students? (2) What are the methods that I can apply in my classroom to build student confidence in Mathematics? (3) What strategies are the most effective to use in my classroom to keep students engaged in a math classroom? To answer these questions, I focused on analyzing documents, observations, and journals. By answering these questions, it was my goal to better understand the strategies and techniques that students respond to the best and show a growth in their learning.
Exit Requirement
Action Research
Date of Award
6-11-2022
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Joshua Schulze
Committee Member
Tucker Brack
Keywords
Secondary, Mathematics, Classroom, Anxiety
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education
Recommended Citation
Schockelt, V. (2022). Culturally Responsive Pedagogy and the Reduction of Anxiety in a Mathematics Classroom (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/169
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