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

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