Impact of Culturally Responsive Teaching on Mathematics Lessons among Underrepresented Learners as Perceived by Teachers

Abstract

This study explores teachers’ perceptions of culturally responsive teaching (CRT) and its impact
on Mathematics lessons among underrepresented students. As educational systems strive to
address equity, diversity, and inclusion in Mathematics, CRT has emerged as a promising
instructional framework that acknowledges and incorporates students’ cultural backgrounds into
the teaching-learning process. Using a descriptive methods approach, the study examines how
Mathematics teachers in Kontagora LGA understand, value, and implement CRT strategies in
diverse classrooms, and how these practices relate to student performance. The sample size for the
study was 212 teachers drawn from primary and secondary schools across Kontagora LGA of
Niger state. Data was collected using a questionnaire tagged “Culturally Responsive Teaching of
Underrepresented Mathematics Teacher’s Questionnaire”. The instrument was validated by
experts and its reliability index was 0.88. Findings revealed that teachers perceive CRT as an
effective means of supporting academic success among marginalized student populations and to
identify specific strategies that contribute to improved Mathematics learning. The study
recommended amongst others that School administrators and policymakers should invest in
ongoing professional development focused on culturally responsive teaching strategies,
specifically within the Mathematics curriculum.