Multicultural Teaching Strategies for Simplifying Mathematical Concepts and Principles.

Autor/in	Dinkins, Preston
Titel	Multicultural Teaching Strategies for Simplifying Mathematical Concepts and Principles.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Cultural Awareness; Cultural Differences; Educational Environment; Educational History; Educational Practices; Educational Technology; Elementary Secondary Education; Ethnomathematics; Mathematical Concepts; Mathematical Models; Mathematicians; Multicultural Education; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Bildungspraxis; Unterrichtsmedien; Mathematical model; Mathematisches Modell; Mathematician; Mathematiker; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Educators can learn to use the unique cultural aspects of their students to create a learning environment that fosters the acquisition of mathematics concepts and principles. When teaching students in a multicultural setting, it is important to build on the student's intuition of the subject matter, to base instruction on situational story telling, and to establish within the student a strong number sense. When possible, everyday fun-type problems should be incorporated into teaching strategies. Studying the history of mathematics can sometimes help explain why things are done, and presenting the chronological as well as logical reasons for a mathematics idea can help achieve teaching for understanding. The following strategies are particularly useful in teaching students from culturally diverse backgrounds: (1) use cooperative-learning groups; (2) use modern techniques and technology; (3) use supervised practice and time with individual students; (4) learn the special cultural needs of each student; (5) respect the sources of difference and adapt teaching strategies; and (6) discuss the history of mathematics and the contributions of diverse mathematicians. (Contains 18 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01