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.
Date of Award
Master of Arts in Teaching (initial licensure)
Secondary, Mathematics, Classroom, Anxiety
Type (DCMI Terms)
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
Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
Rights Statement URL
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).