View in EDS

Toward More Equitable Instruction: How Teachers Integrate Ambitious, Traditional, and Culturally Responsive Mathematics Practices

Saved in:
Bibliographic Details
Title: Toward More Equitable Instruction: How Teachers Integrate Ambitious, Traditional, and Culturally Responsive Mathematics Practices
Language: English
Authors: Meghan Comstock (ORCID 0000-0002-1575-0424), Kenneth A. Shores (ORCID 0000-0003-3039-420X), Erica Litke, Laura M. Desimone (ORCID 0000-0003-0184-8997), Camila Polanco, Kirsten Lee Hill (ORCID 0000-0001-9260-5178)
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B200035
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Instruction, Equal Education, Culturally Relevant Education, Teaching Methods, Conventional Instruction, Minority Group Teachers, White Teachers, Teacher Attitudes, Self Efficacy, Middle School Teachers, Mathematics Teachers, Minority Group Students, Teacher Characteristics, Instructional Materials, Curriculum
ISSN: 2332-8584
Abstract: Increasingly, there is consensus that equitable mathematics instruction incorporates ambitious and culturally responsive (CR) practices. Using self-reported survey data and mixture modeling, we examine teachers' emphasis on ambitious, traditional, and CR mathematics practices. We offer an emergent typology for characterizing teacher engagement with CR teaching in mathematics. One-half of teachers--predominantly White and experienced--reported rarely engaging in CR practices, focusing exclusively on a mix of ambitious and traditional practices. One-third of teachers emphasized some CR practices alongside ambitious and traditional practices. Less than one-quarter of teachers--predominantly teachers of color--emphasized ambitious mathematics and a robust set of CR practices. Teachers who de-emphasize CR teaching reported believing in it but having low self-efficacy. We offer implications for policy and practice.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E224962V1
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1494843
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494843
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1494843
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Toward More Equitable Instruction: How Teachers Integrate Ambitious, Traditional, and Culturally Responsive Mathematics Practices
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Meghan+Comstock%22">Meghan Comstock</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1575-0424">0000-0002-1575-0424</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kenneth+A%2E+Shores%22">Kenneth A. Shores</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3039-420X">0000-0003-3039-420X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Litke%22">Erica Litke</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+M%2E+Desimone%22">Laura M. Desimone</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0184-8997">0000-0003-0184-8997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Camila+Polanco%22">Camila Polanco</searchLink><br /><searchLink fieldCode="AR" term="%22Kirsten+Lee+Hill%22">Kirsten Lee Hill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9260-5178">0000-0001-9260-5178</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305B200035
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22White+Teachers%22">White Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Increasingly, there is consensus that equitable mathematics instruction incorporates ambitious and culturally responsive (CR) practices. Using self-reported survey data and mixture modeling, we examine teachers' emphasis on ambitious, traditional, and CR mathematics practices. We offer an emergent typology for characterizing teacher engagement with CR teaching in mathematics. One-half of teachers--predominantly White and experienced--reported rarely engaging in CR practices, focusing exclusively on a mix of ambitious and traditional practices. One-third of teachers emphasized some CR practices alongside ambitious and traditional practices. Less than one-quarter of teachers--predominantly teachers of color--emphasized ambitious mathematics and a robust set of CR practices. Teachers who de-emphasize CR teaching reported believing in it but having low self-efficacy. We offer implications for policy and practice.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.3886/E224962V1
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1494843
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494843
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: White Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Curriculum
        Type: general
    Titles:
      – TitleFull: Toward More Equitable Instruction: How Teachers Integrate Ambitious, Traditional, and Culturally Responsive Mathematics Practices
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Meghan Comstock
      – PersonEntity:
          Name:
            NameFull: Kenneth A. Shores
      – PersonEntity:
          Name:
            NameFull: Erica Litke
      – PersonEntity:
          Name:
            NameFull: Laura M. Desimone
      – PersonEntity:
          Name:
            NameFull: Camila Polanco
      – PersonEntity:
          Name:
            NameFull: Kirsten Lee Hill
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2332-8584
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: AERA Open
              Type: main
ResultId 1