Culturally-Responsive Mathematics Teaching Strategies in the Contemporary Academic Tapestry: A Scoping Review

• Published in: International Journal on Studies in Education Vol. 7; no. 2; pp. 373 - 387
• Main Author: Luzano, Jay Fie Paler
• Format: Journal Article
• Language: English
• Published: 01.04.2025
• ISSN: 2690-7909; 2690-7909
• DOI: 10.46328/ijonse.347

This study examines culturally responsive mathematics teaching strategies within the contemporary academic landscape through a systematic scoping review. This investigation explores the evolving role of culturally responsive mathematics instruction in fostering equitable and meaningful learning experiences. The findings reveal two major themes that encapsulate culturally responsive mathematics teaching strategies: (1) Embedding Culture in Mathematics Lessons, which includes Using Real-Life Cultural Examples, Incorporating Indigenous Mathematical Concepts, and Language and Symbols in Mathematics; and (2) Inclusive Mathematics Teaching Strategies, encompassing Tailoring Lessons for Diverse Learners, Culturally-Fair Assessments, and Teacher Training on Cultural Awareness. These results highlight the critical role of culturally responsive mathematics teaching in enhancing student engagement, comprehension, and inclusivity. The study underscores the necessity of integrating ethnomathematical practices, contextualized learning experiences, and equitable assessments while prioritizing educator training and curriculum reforms. By embedding cultural perspectives into mathematics instruction, educators can create a more inclusive, relevant, and equitable academic environment that acknowledges and values cultural diversity.