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This work characterizes teaching practices that involve students' funds of knowledge (FoK), which may be defined as bodies of knowledge, skills, language, and experiences found in students' homes and communities for potential use in formal learning. Celethia investigated how high school students' FoK are being incorporated into mathematics instruction. Further, Celethia used qualitative and quantitative methods to determine if teachers' race and experience have any significance in FoK incorporation. A teaching framework was used to evaluate teacher behaviors during mathematics instruction, and Celethia suggests its use for teacher self-reflection and professional development. Through observations, interviews, and surveys, Celethia found themes and statistical results for this study and she makes known her findings here within. In particular, Celethia reveals whether teachers' race and/or experience play roles in incorporating students' funds of knowledge.
About the author
Celethia Keith McNeil, PhD is an adjunct professor at William Peace University. She enjoys reading, new adventures, and music. Her primary research interests include funds of knowledge, critical race theory, cultural pedagogies, and teacher preparation. Celethia hopes this and future work make a profound impact on education for generations to come.
