ABSTRACT
MARK K. DAVIS, SHANDY HAUK, AND M. PAUL LATIOLAIS
Th e goal of this chapter is to describe what it might mean for college level mathematics teaching to be culturally responsive and illustrate how culturally responsive collegiate mathematics teaching and learning can look. Our focus is on eff ective college mathematics instruction for nonmathematics majors in service courses like calculus and liberal arts mathematics. Culturally responsive courses in the mathematics major are possible, but require a more extensive discussion about the specifi c nature and purpose of the mathematics major within a department before change is possible.
