Examining the practice of culturally responsive pedagogy in upper primary school mathematics: Perceptions and competencies of teachers in North Wollo zone, Ethiopia

Abstract

This study aimed to examine the status of culturally responsive pedagogy (CRP) practices among upper primary school mathematics teachers in North Wollo Zone, Ethiopia. To achieve this purpose, the researchers employed a mixed-methods convergent research design. The participants included teachers, students, principals, and department heads. Data were collected from these participants through questionnaires and interviews, and analyzed using both quantitative and qualitative techniques. Results indicated that teachers employed CRP strategies in mathematics instruction on an occasional basis. Furthermore, the results revealed significant correlations between the independent variables—school location, teaching experience, CRP perception, and CRP competency—and the practice of CRP. Notably, teaching experience and CRP competencies were found to positively and significantly predict the dependent variable of CRP practices in mathematics education. These findings underscore the need for teachers to gain teaching experience, enhance their cultural competence, and exchange insights on implementing responsive teaching methods that integrate cultural elements and real-life contexts.