Five-step practical measurement process for improving CRSE mathematics instruction¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Figure 2 lays out an iterative process: identify an instructional goal, design an instructional strategy, identify a practical measure, implement the measure, and improve instruction. The worked example follows a teacher who wants to affirm students' racial and cultural identities by adding a reflective question about funds of knowledge at the start and end of lessons, then uses biweekly surveys and informal check-ins to decide whether to adopt, adapt, or abandon the strategy.

Design Implications¶

Context¶

Requirements¶

• The teacher makes time to analyze and reflect on the collected data regularly

Constraints¶

• The process is illustrated with a single teacher-level example integrating identity affirmation into lessons

Target Learners¶

• K-12 mathematics teachers refining CRSE instruction

Target Learning Goals¶

• affirming students' racial and cultural identities in teaching and learning
• continuous improvement of culturally relevant instruction

Related Strategies¶

• Leader supports for teachers using practical measures to advance CRSE
• Plan and design backwards from a research-based learning goal to features, metrics, and measurement tools

Examples¶

-

Key Sources¶

• Rebecca Colina Neri, Jahneille Cunningham, and Carlos Sandoval. (2024). Reframing Outcomes of Culturally Responsive and Sustaining Education in Mathematics. WestEd brief. https://eric.ed.gov/?id=ED673572