Perceptions of Teaching Culturally Relevant Math Lessons in a Simulated Virtual Classroom: A Case Study of Preservice Teachers

Abstract

The Knowledge for Algebra Teaching for Equity (KATE) research team endeavored to redesign a mathematics problem solving course to provide opportunities for preservice teachers (PSTs) to practice creating and implementing culturally relevant lessons for middle school learners. The research team designed a virtual simulated classroom environment in Second Life (SL) for PSTs to practice teaching. The purpose of the current study was to capture and document PSTs’ approaches in teaching culturally relevant lessons for the first time. The investigator also sought to learn about their lived experiences teaching the lessons in a simulated virtual classroom.

The design of the present study was a multiple and instrumental qualitative case study. Eight preservice teachers participated in the study. The project team interviewed the participants using a semi-structured interview protocol. Archival interview transcript data were used for this study. Employing a framework of culturally relevant pedagogy, the researcher analyzed the interviews verbatim from eight middle-grade mathematics preservice teachers. Both within-case and cross-case analysis were performed.

Findings from the current study revealed the necessity for providing more opportunities for preservice mathematics teachers to design culturally relevant lessons. Six themes emerged from the cross-case analyses of participants’ experiences and approaches. Preservice teachers: 1) were not confident in their ability to plan culturally relevant lessons, 2) recognized the need to consider student perspective, and make problems relatable to real life, 3) mimicked instructor/class lesson examples, 4) wanted more practice teaching time (and earlier), 5) found SL teaching practices valuable but had some technical limitations, and 6) considered student engagement. The findings from this case study cannot be generalized to other preservice teachers but can perhaps provide several insights for the KATE research team, or others engaged in similar work. It is the researcher’s hope that the findings from this study help to make the case for the integration of CRP and practice-based teaching experiences early and often in mathematics teacher preparation coursework.