Sunshine, PhyllisMiller, NatashaQuinton, JanRamer, Kimberly2021-04-302021-04-302021-04-29http://hdl.handle.net/11603/21415The purpose of this study was to discover how being a teacher in an urban education setting required a different style of teaching and the implementation of various teaching methods. The design of this study was a quasi-experimental pre-post-test design. The study used Carnegie Learning mathematics curriculum assessment for both the pre-test and post-test and the culturally relevant pedagogy was implemented over the course of three weeks. The population that was of interest for this study was a class of high school students in the mathematics content area of Algebra I in an urban school setting. The results of the study indicated that implementing culturally relevant pedagogy in an urban education setting showcased a substantial increase in achievement from the pre-test to the post-test. It will be beneficial for future research to continue in this area of culturally relevant pedagogy with the possible focus on an in-person learning environment with differential selection.29 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Culturally Relevant PedagogyReality PedagogyEducationEducation -- Research papers (Graduate).Text