Learning to Learn in Mathematics: Two Fulbright Distinguished Awards in Teaching Fellows' Narratives

Autor/inn/en	Goldberg, Sabrina; Dean, Jana; Portaankorva-Koivisto, Paivi
Titel	Learning to Learn in Mathematics: Two Fulbright Distinguished Awards in Teaching Fellows' Narratives
Quelle	In: Journal of Global Education and Research, 7 (2023) 3, S.249-264, Artikel 5 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	Mathematics Education; Awards; Fellowships; Middle School Teachers; Foreign Countries; Teaching Experience; Student Centered Learning; Authentic Learning; Teaching Methods; Intercultural Communication; Language Usage; Comparative Analysis; Observation; Finland (Helsinki); Netherlands; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Award; Auszeichnung; Fellowship; Stipendium; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Sprachgebrauch; Beobachtung; Niederlande; Deutschland
Abstract	Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers' adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee's discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01