Belonging-Centered Instruction: real-world examples and integration of students' culture and community priorities into mathematics curricula¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The review recommends adapting pedagogy to meet the needs of Black and Latine adolescents to support their sense of belonging in mathematics classrooms, following Matthews et al. (2021). "Key components of Belonging-Centered Instruction include incor porating real-world examples to capture students' attention and integrating students' culture and community priorities into mathematics curricula." The review also emphasizes high and clear expectations, clear explanations rather than simply providing answers, and one-on-one work and revision opportunities when students struggle.

Design Implications¶

Context¶

Requirements¶

• Teachers need to develop cultural competency to incorporate and honor the experiences of Black and Latine students

Constraints¶

• The review notes teachers in Maloney and Matthews (2020) did not explicitly critique the math curriculum, which could promote greater connectedness

Target Learners¶

• Black and Latine adolescent mathematics students in middle and high school

Target Learning Goals¶

• Fostering sense of belonging, engagement, and meaningful connections between students and mathematics content

Affordances¶

• Three Considerations Black Latine Math Belonging

Claims¶

• Teachers' empathetic caring is associated with stronger mathematics classroom connectedness among Black and Latine students than transactional care [+W]
• Teachers' provision of opportunities to belong predicts Black and Latine students' class engagement and overall school engagement [+W]
• Racial/ethnic composition of classrooms and schools shapes Black and Latine students' sense of belonging in mathematics [+W]
• Sense of belonging in learning contexts is robustly associated with psychological well-being, academic motivation, and academic performance [+W]

Related Strategies¶

• Maintaining an Inclusive Curriculum
• Representation of Diverse Perspectives and Identities

Examples¶

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Key Sources¶

• Harris-Thomas, B., Nicolai, K. D., Chen, X.-Y., & Areizaga Barbieri, C. (2026). Examining Black and Latine Students' Sense of Belonging within the Mathematics Classroom: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10181-0