Abstract:

In this paper, we investigated the different Geometry teachers’ teaching practices in a culturally diverse Geometry classes in the Science and Technology (S&T) curriculum of Prince George's County Public Schools (PGCPS), Maryland USA and established relationship towards Geometry achievement. Six Geometry classes participated in this study and these classes constituted a total of 198 students and three Geometry teachers including myself. Our actual Geometry teaching practices and the formal class observations as well as interviews that we have conducted in other S&T Geometry classes were used as the data in this study. Documentary analysis was used in determining the students’ achievement in Geometry. The following are the cultural backgrounds of the S&T students: Blacks/African- Americans; Asians; Hispanics/Latinos and Whites/Caucasians. The study revealed the following teaching practices that recognized the importance of including students’ cultural references in all aspects of teaching and learning (Moll, 2008): Positive perspectives on parents and families; Teaching within the context of culture; Culturally-mediated instruction; Communication of high expectations; Student-centered instruction; Reshaping curriculum; and Teacher as facilitator. This paper further explains each of the teaching practices in detail and provides some concrete examples. It was found out that teaching practices of the S&T Geometry teachers as effectively implemented in a culturally diverse Geometry classes had a significant relationship towards Geometry achievement at 5% level of significance. It is concluded that culture is central to teaching and learning and it shapes the thinking process of students. Moreover, teaching practices that acknowledge and respond fundamental cultures offer equitable access to mathematics education for students from all cultures. Keywords: Teaching Practices, Culturally Diverse, Geometry Classes, Geometry Teachers and Science & Technology Curriculum.

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