Successful Minority Pedagogy in Mathematics: US and Japanese Case Studies

Autor/inn/en	Ahn, Ruth; Catbagan, Paula; Tamayo, Kristin; I, Ji Yeong; Lopez, Mario; Walker, Pamela
Titel	Successful Minority Pedagogy in Mathematics: US and Japanese Case Studies
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 1, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.928125
Schlagwörter	Foreign Countries; Minority Group Students; Mathematics Instruction; Junior High School Students; Secondary School Teachers; Mathematics Teachers; Instructional Effectiveness; Observation; Interviews; Teaching Methods; Prior Learning; Vocabulary; Integrated Curriculum; Literacy; Critical Thinking; Inquiry; Teacher Student Relationship; Student Diversity; Preservice Teachers; Case Studies; Educational Legislation; Federal Legislation; Caring; California; Japan; United States + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Beobachtung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Wortschatz; Alphabetisierung; Schreib- und Lesefähigkeit; Kritisches Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Bildungsrecht; Schulgesetz; Bundesrecht; Care; Pflege; Sorge; Betreuung; Kalifornien; USA
Abstract	This study examines best practices in teaching mathematics to minority students through two case studies conducted at high-minority junior high schools in the USA and Japan. Observations, interviews, and conversations with the teachers in both countries focused on the research question: how do teachers successfully teach mathematics to minority students? Moses' Five-step Approach was used as a framework for understanding mathematics teaching. Findings from these case studies reveal that despite many differences in their educational systems, distinct similarities existed between US and Japanese pedagogy when teaching minority populations including: (1) building upon students' prior experiences by using multisensory methods before teaching abstract concepts and rules; (2) using familiar, everyday words before introducing academic language; (3) integrating literacy throughout instruction; (4) guiding students to become critical thinkers through an inquiry process; and finally (5) developing trusting relationships with students and peers within a caring community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10