Exploring Culturally Responsive Mathematics Teaching in Rural School Classrooms

This chapter examines the perceptions and experiences of in-service mathematics teachers regarding Culturally Responsive Mathematics Education (CRME) in rural school contexts. Anchored in Culturally Relevant Pedagogy and sociocultural theory, the chapter explores how teachers define, implement, and reflect on culturally responsive practices while identifying challenges and supports for effective application. Using an interpretivist phenomenological design, data were collected through semi-structured open-ended questionnaires and analyzed thematically. The findings reveal that teachers perceive CRME as essential for enhancing engagement, relevance, and equity in mathematics learning, though implementation is constrained by systemic, linguistic, and resource-related barriers. The chapter concludes with recommendations for policy, teacher education, and classroom practice, emphasizing professional development, curriculum flexibility, and school-community partnerships to sustain culturally responsive approaches in rural education.