Abstract
The descriptive – correlational design was utilized in this study to determine the culturally responsive teaching (CRT) practices, cultural competency, and mathematical content knowledge (MCK) of the junior high school mathematics teachers in DepEd Quezon Province. The study was conducted to 257 secondary mathematics teachers who are currently teaching mathematics topics in different schools in Quezon Province.
The study determined the culturally responsive teaching practices of teachers in establishing inclusion, enhancing meaning, developing attitude, and engendering competence. It assessed the cultural competence of teachers in terms of cultural awareness, cultural skills, and cultural knowledge. It also determined the significant relationship of cultural competence, mathematical content knowledge, and their culturally responsive teaching practices of Junior High School Teachers.
The results demonstrated the very high level of CRT practices in the areas of establishing inclusion, enhancing meaning, developing attitude and engendering competence. Likewise, teachers showed a very high level of cultural competency in cultural awareness, cultural skills and cultural knowledge and a very high level of mathematical content knowledge. The study also found that both cultural competency and MCK had a substantial impact on CRT practices. All the domains were statistically significantly associated. This study suggest that culturally responsive teaching enhances mathematics education by providing more relevant, meaningful, and equitable learning experiences for various learners.
Keywords: Culturally Responsive Teaching, Cultural Competence, Mathematical Content Knowledge, Junior High School Mathematics Teachers
https://doi.org/10.65494/pinagpalapublishing.373
