The trajectory of teachers’ multicultural transformation: an analysis of teachers’ beliefs about mathematics as a school subject

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2024-08-31 DOI:10.1007/s12564-024-09986-x
Ryoon-Jin Song, Mi-Kyung Ju
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Abstract

As schools have become ethnically, culturally, and linguistically diversified, multicultural mathematics education is emerging as the paradigm of school mathematics reform. When considering that an enacted curriculum is a set of beliefs put into action by a teacher, it is important to understand teachers’ beliefs for the successful implementation of multicultural mathematics education. From this perspective, this research analyzed mathematics teachers’ narratives to describe the multicultural transformation of their beliefs about mathematics as a school subject in the context of a multicultural mathematics teacher education course. The analysis shows that through the course participation, the teachers came to see mathematics as a cultural construct and challenged the Eurocentric perspective of mathematics. This change facilitated the teachers to seek ways to make school mathematics inclusive and equitable. The analysis also revealed the teachers’ contradicting beliefs, which led them to engage in dialogues for collective reflection to nurture their narratives of multicultural mathematics education. The results of this research imply that a multicultural teacher education program should be extended into a community to support teachers’ lifelong learning within a collaborative network of sharing and nurturing their narratives by integrating theory and practice about multicultural mathematics education.

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教师多元文化转型的轨迹:教师对数学作为学校学科的信念分析
随着学校在种族、文化和语言上的多元化,多元文化数学教育正成为学校数学改革 的典范。当考虑到实施课程是教师付诸行动的一系列信念时,了解教师的信念对于成功实施多元文化数学教育非常重要。从这一角度出发,本研究分析了数学教师的叙述,以描述他们在多元文化数学教师教育课程背景下,对数学作为学校科目的信念的多元文化转变。分析表明,通过参与课程,教师们开始将数学视为一种文化建构,并对欧洲中心主义的数学观提出了挑战。这种转变促进了教师寻求使学校数学具有包容性和公平性的方法。分析还揭示了教师们相互矛盾的信念,这促使他们参与对话,进行集体反思,以培养 他们对多元文化数学教育的叙述。研究结果表明,多元文化教师教育项目应扩展为一个社区,通过整合多元文化数学教育的理论与实践,支持教师在合作网络中的终身学习,分享和培育他们的叙事。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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