The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

Autor/in	Jao, Limin
Titel	The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations
Quelle	In: Multicultural Education, 19 (2012) 3, S.2-10 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cooperative Learning; Teaching Methods; Mathematics Education; Mathematics Teachers; Mathematics Instruction; Cultural Pluralism; Cultural Awareness; Standards; Educational Change; Student Attitudes; Student Diversity; Culturally Relevant Education; Foreign Countries; English Language Learners; Acculturation; Canada + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kulturpluralismus; Cultural identity; Kulturelle Identität; Standard; Bildungsreform; Schülerverhalten; Ausland; Akkulturation; Kanada
Abstract	The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and develop students' abilities to solve problems. In a multicultural classroom, these standards should--and can--be achieved. In such a setting, teachers must incorporate teaching strategies that allow students to develop their mathematics abilities in ways that are cognizant of the backgrounds of their students. Teachers must ensure that their teaching practices encourage all students to succeed. The purpose of this article is to describe research surrounding the concept of culturally-based pedagogy in the mathematics classroom. The author will address the following two questions: (1) What are some of the different beliefs that mathematics students bring to their multicultural classrooms?; and (2) How can teachers make their teaching more inclusive of diverse students? In addition, the author will describe the use of cooperative learning and multiple representation forms as two possible strategies that mathematics educators can use to assure that their teaching meets the needs of a diverse student population. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10