Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes
Scholars have often proposed the use of Culturally Relevant Pedagogy (CRP) as a way to improve the experience of Black learners in mathematics classrooms. Prior research shows Black learners show improvement in comprehension, engagement, motivation, and confidence as a result of CRP’s u...
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2025-04-01
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| Series: | Online Learning |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4453 |
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| author | Lauren Hennings Alexandra Schindel |
| author_facet | Lauren Hennings Alexandra Schindel |
| author_sort | Lauren Hennings |
| collection | DOAJ |
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Scholars have often proposed the use of Culturally Relevant Pedagogy (CRP) as a way to improve the experience of Black learners in mathematics classrooms. Prior research shows Black learners show improvement in comprehension, engagement, motivation, and confidence as a result of CRP’s use. However, there is limited research on whether Black learners respond similarly when exposed to CRP in undergraduate remote learning environments. This qualitative teacher-researcher case study examines learners’ experiences in a remote undergraduate algebra course to explore CRP’s pedagogical design in a remote mathematics environment and its impact on three Black learners’ engagement, motivation, and confidence. Results show that as a result of the use of culturally relevant problems as part of the online course, specifically in weekly discussion boards and written reflection assignments, participants showed improved engagement, confidence, and motivation towards learning mathematics.
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| format | Article |
| id | doaj-art-49cf73b21dd14dc9934b720bfe0f7d87 |
| institution | OA Journals |
| issn | 2472-5749 2472-5730 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj-art-49cf73b21dd14dc9934b720bfe0f7d872025-08-20T02:34:04ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302025-04-0129210.24059/olj.v29i2.4453Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics ClassesLauren Hennings0Alexandra SchindelUniversity at Buffalo Scholars have often proposed the use of Culturally Relevant Pedagogy (CRP) as a way to improve the experience of Black learners in mathematics classrooms. Prior research shows Black learners show improvement in comprehension, engagement, motivation, and confidence as a result of CRP’s use. However, there is limited research on whether Black learners respond similarly when exposed to CRP in undergraduate remote learning environments. This qualitative teacher-researcher case study examines learners’ experiences in a remote undergraduate algebra course to explore CRP’s pedagogical design in a remote mathematics environment and its impact on three Black learners’ engagement, motivation, and confidence. Results show that as a result of the use of culturally relevant problems as part of the online course, specifically in weekly discussion boards and written reflection assignments, participants showed improved engagement, confidence, and motivation towards learning mathematics. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4453 |
| spellingShingle | Lauren Hennings Alexandra Schindel Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes Online Learning |
| title | Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes |
| title_full | Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes |
| title_fullStr | Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes |
| title_full_unstemmed | Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes |
| title_short | Impact of Culturally Relevant Pedagogy on Black Learners Enrolled in Online Undergraduate Mathematics Classes |
| title_sort | impact of culturally relevant pedagogy on black learners enrolled in online undergraduate mathematics classes |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4453 |
| work_keys_str_mv | AT laurenhennings impactofculturallyrelevantpedagogyonblacklearnersenrolledinonlineundergraduatemathematicsclasses AT alexandraschindel impactofculturallyrelevantpedagogyonblacklearnersenrolledinonlineundergraduatemathematicsclasses |