HAL (France)
open access
Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis
Culturally Responsive Mathematics Teaching (CRMT) has gained global recognition for addressing the diverse cultural backgrounds of learners. This qualitative study, employing a phenomenological approach, explores the effects of CRMT in selected secondary schools in Senator Ninoy Aquino, Sultan Kudar
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