Teachers

Empowered to
Advance
CHange in
MATHematics

Culturally Responsive Mathematics Teaching TM

Lesson Analysis Tool
PURPOSE:
CRMT-TM Lesson Analysis Tool is designed to promote intentional teaching discussions and critical reflection on mathematics
lessons with a combined focus on childrens mathematical thinking and equity. It is not designed to be an evaluation tool of teachers
but a self-reflective professional tool that can support lesson/unit design and implementation.
TOOL DESCRIPTION:
The CRMT-TM Lesson Analysis Tool consists of six important categories of mathematics teaching. Each category connects to a
rubric rating scale 1-5 that provides descriptors of classroom practice including task design, implementation, and interaction. In
addition, there are corresponding reflection prompts to help with lesson analysis. The table below provides a brief description of each
category and accompanying reflection prompt.

Category
Cognitive
Demand
Depth of Knowledge & Student
Understanding
Mathematical Discourse

Power and Participation

Academic Language Support for

ELL
Cultural/Community-based funds of
knowledge

1
2

Reflection Prompts
How does my lesson enable students to closely explore and analyze math concepts(s), procedure(s), and
reasoning strategies?
How does my lesson make student thinking/understanding visible and deep?
How does my lesson create opportunities to discuss mathematics in meaningful and rigorous ways (e.g.
debate math ideas/solution strategies, use math terminology, develop explanations, communicate
reasoning, and/or make generalizations)?
How does my lesson distribute math knowledge authority, value student math contributions, and address
status differences among students?
How does my lesson provide academic language support for English Language Learners?
How does my lesson help students connect mathematics with relevant/authentic situations in their lives?
How does my lesson support students use of mathematics to understand, critique, and change an
important equity or social justice issue in their lives?

HOW TO USE:
The best use of this tool is to promote critical discussion and reflection on math lessons with an integrated focus. It is not necessary for
every single lesson to have every single category. However, the CRMT-TM lesson analysis tool does make explicit the categories of
practice that should be consistently evident over time. In addition, our work with the tool suggests that categories 4-6 are less likely to
be selected for lesson analysis than categories 1-3. Therefore we recommend that users of this tool be intentional in making sure that
categories focusing on power and participation, academic language, and cultural funds of knowledge be examined.
To help teachers get started we suggest three strategies:
1) Analyze a videotaped lesson using the tool. Some good videos are publically available at www.learner.org. In pairs, rate the
lesson based on evidence from the video. Discuss ratings and evidence with a colleague.
2) Analyze a lesson plan using the tool. Check how your lesson plan reflects these various dimensions. After your analysis,
brainstorm with a colleague/coach what adaptions you can make to make the lesson more culturally responsive.
3) Have a peer use the tool to give feedback on an observed lesson. Select one category from categories 1-3 and one from
categories 4-6. Make a conscious effort to focus your instruction and feedback based on those selected categories.
RELATED REFERENCES:
Aguirre, J.M. (2012) Developing Culturally Responsive Mathematics Teaching. Fall 2012 TODOS Newsletter TODOS- Mathematics
For All. http://www.todos-math.org
Aguirre, J. M., Turner, E., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2012). Analyzing effective mathematics
lessons for English learners: A multiple mathematical lens approach. In S. Celedn-Pattichis & N. Ramirez (Eds.), Beyond
good teaching: Advancing mathematics education for ELLs. (pp. 207-222). Reston, VA: National Council of Teachers of
Mathematics.
Aguirre, J. & Zavala, M. (in press). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. To Appear in
Pedagogies: an International Journal.
Aguirre, J., Zavala, M., & Katanyoutant, T. (in press) Developing Robust Forms of Pre-Service Teacher Pedagogical Content
Knowledge through Culturally Responsive Mathematics Teaching Approach. To appear in Mathematics Teacher Education
and Development Special issue on Pedagogical Content Knowledge.
Turner, E. E., Drake, C., Roth McDuffie, A., Aguirre, J. M., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics
teacher preparation: A framework for advancing teacher learning of childrens multiple mathematics knowledge bases.
Journal of Mathematics Teacher Education, 15(1), 67-82. doi: 10.1007/s10857-011-9196-6.

CRMT-TM Lesson Analysis Tool

CRMT-TM Lesson Analysis Tool
Rating

Guiding Question: How does my lesson enable students to closely explore and analyze math concepts(s), procedure(s), and reasoning
strategies?
Students receive, recite,
Students primarily
There is at least one
At least half of the lesson
The majority of the lesson
or memorize facts,
receive, recite, or
sustained activity
includes task(s) that:
includes task(s) that
procedures, and
perform routine
involving analysis of
require close analysis of
definitions.
procedures without
procedures, concepts, or Require close analysis of
procedures and concepts,
analysis or connection
underlying mathematical
procedures, concepts or
involves complex
There is no evidence of
to underlying
structure.
underlying mathematical
mathematical thinking,
conceptual
concepts or
structure. OR
utilizes multiple
understanding being
mathematical
There is at least 1
representations AND
required.
structure.
sustained activity that
Tasks that require
demands
requires mathematical
significant mathematical
explanation/justification
No opportunities for
Some opportunities
exploration and analysis
analysis, involves complex
mathematical analysis
for mathematical
mathematical thinking,
or exploration
exploration, but tasks
utilizes multiple
A large majority of the
do not require
representations OR
lesson sustains
analysis to complete.
demands
mathematical analysis.
explanation/justification
Description of rating

Category
1) Cognitive Demand

Description of rating

2) Depth of Knowledge and

Student Understanding

There is evidence of
sustained mathematical
analysis for at least half of
the lesson.
Guiding Question: How does my lesson make student thinking/understanding visible and deep?
Knowledge is very thin
Knowledge remains
Knowledge is treated
Knowledge is relatively deep
because concepts are
superficial and
unevenly during
because the students
treated trivially or
fragmented.
instruction.
provide information,
presented as nonarguments, or reasoning
problematic.
Underlying or related
Deep understanding of
that demonstrates the
concepts and ideas
some mathematical
complexity of one or more
Students are not
might be mentioned
concepts is countered
ideas.
involved in the coverage
or covered, but only a
by superficial
The teacher structures the
of information they are
superficial
understanding of some
lesson so that many
to remember.
acquaintance or
other ideas.
students (20%-50%) do at
trivialized
least one of the following:
understanding of
At least one idea may be sustain a focus on a
these ideas is evident.
presented in depth and
significant topic for a period
its significance grasped
of time;
by some (10%-20%)
demonstrate their
students, but in general
understanding of the
the focus is not
problematic nature of
sustained.
information and/or ideas;
demonstrate
understanding by arriving at
a reasoned, supported
conclusion;
explain how they solved a
relatively complex problem.

Knowledge is very deep

because the teacher
successfully structures
the lesson so that most
students (50%-90%) do at
least one of the following:
sustain a focus on a
significant topic;
demonstrate their
understanding of the
problematic nature of
information or ideas;
demonstrate complex
understanding by arriving
at a reasoned, supported
conclusion;
explain how they solved
a complex problem.
In general, students
reasoning, explanations,
and arguments
demonstrate fullness and
complexity of
understanding.

Adapted from National Center for Research in Mathematics Education. (1992). Wisconsin Center for Educational Research. Madison, WI: University of Wisconsin-Madison. Also adapted from Aguirre & Zavala (In Press) CEMELA (2007), Kitchen (2005) and Turner, Drake, Roth McDuffie,
Aguirre, Bartell, & Foote (2012). Aguirre, Turner, Bartell, Drake, Foote & McDuffie (2012). Please cite: TEACH MATH (2012) Culturally Responsive Mathematics Teaching Lesson Analysis Tool. Unpublished Instrument.

CRMT-TM Lesson Analysis Tool

Rating
Category
3) Mathematical Discourse &
Communication

4) Power and Participation

Guiding Question: How does my lesson create opportunities to discuss mathematics in meaningful and rigorous ways (e.g. debate
math ideas/solution strategies, use math terminology, develop explanations, communicate reasoning, and/or make generalizations)?
Virtually no features of
Sharing and the
There is at least one
There are many sustained
The creation and
mathematical discourse
development of
sustained episode of
episodes of sharing and
maintenance of collective
and communication
collective
sharing and developing
developing collective
understandings
occur, or what occurs is
understanding among
collective understanding
understandings about
permeates the entire
of a fill-in-the-blank
a few students (or
about mathematics that
mathematics in which many
lesson.
nature.
between a single
involves:
students (20%-50%)
student and the
(a) a small group of
participate.
This could include the use
teacher) occur briefly.
students or (b) a small
of a common terminology
group of students and
and the careful
the teacher.
negotiation of meanings.
OR
brief episodes of sharing
Most students (50%-90%)
and developing
participate.
collective
understandings occur
sporadically throughout
the lesson.
Guiding Question: How does my lesson distribute math knowledge authority, value student math contributions, and address status
differences among students?
The authority of math
The authority of
The authority of math
The authority of math
The authority of math
knowledge exclusively
mathematics
knowledge between
knowledge is shared
knowledge is widely
resides with the teacher.
knowledge primarily
teacher and students is
between teacher and
shared between teacher
Mathematical
resides with the
sporadically shared.
students.
and students.
contributions in lesson
teacher and a few
At least one instance
Multiple forms of student
are almost exclusively
students.
where the teacher calls
mathematical contributions
All mathematical
from the teacher.
Teacher calls
on several students so
are encouraged and valued.
contributions are valued
Teacher has final word
on/involves a few
that multiple
Teacher and students elicit
and respected.
about correct
students. Their
mathematical
substantive mathematics
answers/solutions.
mathematical
contributions are
contributions.
Student mathematical
Student mathematical
contributions by
accepted and valued.
Some strategies to minimize
contributions are actively
contributions are
students are valued
Teacher elicits some
status differences among
elicited by teacher and
minimal.
and respected.
substantive math
students (and specific
among students.
Status differences
Student involvement
contributions.
subgroups) throughout the
among students are
is from a particular
At least 1 strategy to
lesson are evident.
Multiple strategies to
evident.
subgroup (gender,
minimize status
minimize status among
language, ethnicity,
differences among
students (and specific
class, disability).
students (and specific
subgroups) are explicit
Status differences
subgroups) is evident.
and widespread
among students
throughout the lesson.
remain intact and
unaddressed.

Adapted from National Center for Research in Mathematics Education. (1992). Wisconsin Center for Educational Research. Madison, WI: University of Wisconsin-Madison. Also adapted from Aguirre & Zavala (In Press) CEMELA (2007), Kitchen (2005) and Turner, Drake, Roth McDuffie,
Aguirre, Bartell, & Foote (2012). Aguirre, Turner, Bartell, Drake, Foote & McDuffie (2012). Please cite: TEACH MATH (2012) Culturally Responsive Mathematics Teaching Lesson Analysis Tool. Unpublished Instrument.

CRMT-TM Lesson Analysis Tool

5) Academic Language
Support for ELLs

6a) Funds of
Knowledge/Culture/Community

6b) USE of critical

knowledge/social justice
Support

Guiding Question: How does my lesson provide academic language support for English Language Learners?
No evidence of a
Although there is no
There is at least one
Sustained use of at least a
language scaffolding
explicit use of
instance in which a
couple of language
strategy for ELLs.
language strategies
language scaffolding
strategies, such as the use
Students who are not
for ELLs, students
strategy is used to
of revoicing and attention to
yet fully proficient in
use of L1 is tolerated.
develop academic
cognates, direct modeling of
English are ignored
Focus on correct
language (i.e., revoicing;
vocabulary, use of realia,
and/or seated apart
usage of English
use of cognates;
strategic grouping of
from their classmates.
vocabulary.
translated tasks/text;
bilingual students or
use of graphic
encouragement of L1 usage
organizers; strategic
is observed at least between
grouping with bilingual
teacher and one, or small
students).
group, of students.

Deliberate and continuous

use of language
strategies, such as
gesturing, use of objects
(realia), use of cognates,
revoicing, graphic
organizers and
manipulatives are
observed during whole
class and /or small group
instruction and
discussions. The main
focus is the development
of mathematical discourse
and meaning making, not
students production of
correct English.
Guiding Question: How does my lesson help students connect mathematics with relevant/authentic situations in their lives?
No evidence of
There is at least one
There is at least one
There are many sustained
The creation and
connecting to students
instance in connecting
sustained episode of
episodes of sharing and
maintenance of collective
cultural funds of
math lesson to
sharing and developing
developing collective
understandings about
knowledge
community/cultural
collective understanding
understandings about
mathematics that involves
(parental/community
knowledge and
about mathematics that
mathematics that involves
intricate connections to
knowledge, student
experience. Lesson
involves connecting to
connecting to
community/cultural
interest). Lesson
draws on student
community/cultural
cultural/community
knowledge and
incorporates culturally
knowledge and
knowledge.
knowledge (e.g. student
permeates the entire
neutral contexts that all
experience. Focus is
experiences are
lesson. This would
students will be
with one student or a
Or, brief episodes of
mathematized,
include hook/intro, main
interested in.
small group of
sharing and developing
student/parent connections
activities, assessment,
students.
collective
with math work; math
closure and homework.
understandings occur
examples are embedded in
Students are asked to
sporadically throughout
local community/cultural
analyze the mathematics
the lesson.
contexts and activities i.e.
within the community
games).
context and how the
mathematics helps them
understand that context.
Guiding Question: How does my lesson support students use of mathematics to understand, critique, and change an important equity
or social justice issue in their lives?
No evidence of
Opportunity to
There is at least one
There is at least one major
Deliberate and continuous
connection to critical
critically mathematize
instance of connecting
activity in which students
used of mathematics as
knowledge (socioa situation went
mathematics to analyze
collectively engage in
an analytical tool to
political contexts, issues
unacknowledged or
a sociopolitical/cultural
mathematical analysis within
understand an
that concern students)
unaddressed when
context.
a sociopolitical/authentic or
issue/context, formulate
present.
problem-posing context.
mathematically-based
Mathematical arguments are
arguments to address the
provided to solve the
issues and provide
problems. Pathways to
substantive pathways to
change/transform the
change/transform the
situation are briefly
issue.
addressed.

Adapted from National Center for Research in Mathematics Education. (1992). Wisconsin Center for Educational Research. Madison, WI: University of Wisconsin-Madison. Also adapted from Aguirre & Zavala (In Press) CEMELA (2007), Kitchen (2005) and Turner, Drake, Roth McDuffie,
Aguirre, Bartell, & Foote (2012). Aguirre, Turner, Bartell, Drake, Foote & McDuffie (2012). Please cite: TEACH MATH (2012) Culturally Responsive Mathematics Teaching Lesson Analysis Tool. Unpublished Instrument.