Relevant bibliographies by topics / Multicultural mathematics

Academic literature on the topic 'Multicultural mathematics'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Multicultural mathematics"

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Kinard, Benjamin, and Gary G. Bitter. "Multicultural Mathematics and Technology." Computers in the Schools 13, no. 1-2 (June 18, 1997): 77–88. http://dx.doi.org/10.1300/j025v13n01_09.

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Philipp, Randolph A. "Multicultural Mathematics and Alternative Algorithms." Teaching Children Mathematics 3, no. 3 (November 1996): 128–33. http://dx.doi.org/10.5951/tcm.3.3.0128.

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Up until recently I wasn't even aware that other people in the world did things [arithmetic algorithms] differently. I thought God sent these. That's the way of the world. The first day you [to another teacher] were talking about some way you did things differently in Ireland. It never occurred to me. I thought there was a world standard.
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Iliev, Nevin, and Frank D'Angelo. "Teaching Mathematics through Multicultural Literature." Teaching Children Mathematics 20, no. 7 (March 2014): 452–57. http://dx.doi.org/10.5951/teacchilmath.20.7.0452.

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Hall, Rachel W. "A Course in Multicultural Mathematics." PRIMUS 17, no. 3 (July 27, 2007): 209–27. http://dx.doi.org/10.1080/10511970601134419.

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Sanders, Susan E., Nelson, Joseph, and Williams. "Multicultural Mathematics: Teaching Mathematics from a Global Perspective." Mathematical Gazette 79, no. 486 (November 1995): 612. http://dx.doi.org/10.2307/3618111.

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Wiest, Lynda R. "Multicultural Mathematics Instruction: Approaches and Resources." Teaching Children Mathematics 9, no. 1 (September 2002): 49–55. http://dx.doi.org/10.5951/tcm.9.1.0049.

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Mathematics, like all other subject areas, is embedded in cultural contexts. Cultural background frames the way we look at the world. It pervades the whole of who we are and strongly influences our perspectives, manner of thinking and communicating, and other ways of processing and interacting with our surroundings. Clearly, culture is much more at the heart of people than are surface-level customs, such as style of dress or common cuisine. Adding cultural content to instruction is inappropriate, therefore, if the content is merely grafted onto a topic, included as an optional or “extra” feature, or treated superficially.
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Sleeter, Christine E. "Mathematics, Multicultural Education, and Professional Development." Journal for Research in Mathematics Education 28, no. 6 (December 1997): 680. http://dx.doi.org/10.2307/749637.

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Sleeter, Christine E. "Mathematics, Multicultural Education, and Professional Development." Journal for Research in Mathematics Education 28, no. 6 (December 1997): 680–96. http://dx.doi.org/10.5951/jresematheduc.28.6.0680.

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Multicultural education grew out of the civil rights movement and, as such, is grounded in a vision of democracy, social justice, pluralism, and equality—ideals that have yet to be realized in U.S. society and its schools. For the past 25 years, multicultural education has served as a mobilizing focus for struggles to articulate visions of schooling that are consistent with the ideals of the U.S. and for the development of theory and research that offer a countervision to the way that schooling is usually conducted, particularly for children from historically marginalized groups. As this body of theory and research has grown so also have the implications for restructuring various dimensions of the education enterprise. Mathematics is one such dimension and is the focus of this article. First, however, I contextualize the discussion that follows within a vision of what multicultural education means.
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Wiest, Lynda R. "Teaching Mathematics from a Multicultural Perspective." Equity & Excellence in Education 34, no. 1 (April 2001): 16–25. http://dx.doi.org/10.1080/1066568010340103.

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Bae, Mi Seon, Hyungmi Cho, and Oh Nam Kwon. "Elementary Mathematics Textbook Analysis from Multicultural Mathematics Education Perspective." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 17 (August 1, 2017): 613–33. http://dx.doi.org/10.22251/jlcci.2017.17.17.613.

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Dissertations / Theses on the topic "Multicultural mathematics"

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Bohn, Anita Perna Jerich Kenneth Frank. "Elementary school teachers' conceptualizations and practices of multicultural education and mathematics." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942642.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 21, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Dent M. Rhodes, Anthony W. Lorsbach, Carol A. Thornton, Guda Gayle-Evans. Includes bibliographical references (leaves 171-180) and abstract. Also available in print.
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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Hilton, Kristina B. "Dynamics of Multicultural Social Networks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6711.

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Historically human endeavors around the globe are in search of bilateral relationships. Knowledge and commerce has played a very significant role in increasing the ability for humans to connect for the betterment of the human species. As the means of communication improve, mutual benefits to the community as a whole also increase. Moreover, the benefits are filtered down to members of the overall community. Recent advancement in electronic communication technologies and in knowledge, in particular, physical, chemical, engineering and medical sciences and philosophies, have facilitated nearly instantaneous multi-cultural interactions. Local problems and solutions have become global. This has generated a need for cooperation, coordination, and co-management at local and global levels. This instant communication and easy access to almost all members of the global community, with minimal cost and effort, causes an increase in uncertainty and lack of clarity in communication and misunderstanding between the members of the community. This leads to a fuzzy and stochastic environment. In short, the 21st century has seen a significant increase in the need to consider all human endeavors as being subject to random environmental fluctuations. More precisely, currently the human species is highly mobile. In this work, an attempt is made (1) to balance communities working cooperatively and cohesively with one another while preserving member ability to retain individuality and fostering an environment of cultural state diversity. We develop (2) constructive analytic algorithms that provide tools to study qualitative and quantitative properties of multicultural diverse dynamic social networks. Under network parametric space/set conditions (3) cohesion and co-existence of members of multicultural dynamic network are insured. The parametric conditions (4) are algebraically simple, easy to verify, and robust. Moreover, the presented study of parametric representations of cohesion, co-existence and consensus attributes and robustness of multicultural dynamic networks provides a quantitative tool for planning, policy and performance of human mobility processes for members of a multicultural dynamic network. We develop and investigate (5) a deterministic dynamic multicultural network. To exhibit the significance of the analysis, ideas, the complexity and limitations, we present a specific prototype model. This serves to establish the framework for finding explicit sufficient conditions in terms of system parameters for studying a complex dynamic network. Further, we decompose the cultural state domain into invariant subsets (6) and consider the behavior of members within each cultural state subset. Moreover, we analyze the relative cultural affinity between individual members relative to the center of the social network. We then (7) outline the general method for investigating a multicultural cultural network. We also demonstrate the degree of conservatism of the estimates using Euler type numerical approximation schemes. We are then able to consider how changes in the various parametric effects are reflected on the dynamics of the network. The deterministic multicultural dynamic model and analysis is extended (8) to a multicultural dynamic network under random environmental perturbations. We present a detailed prototype model for the purpose of investigation. Introducing the concept of stochastic cohesion and consensus in the context of probabilistic modes of convergence (9), the explicit sufficient conditions in terms of system parameters are given to exhibit the cohesive property of the stochastic network. The effects of random fluctuations are characterized. We then extend the stochastic model (10) to a multicultural hybrid stochastic dynamic network model. By considering a hybrid dynamic, we can explore the properties of a multicultural dynamic under the influence of both continuous-time and discrete-time cultural dynamic systems. This model captures external influences and internal changes that may have an impact on the members and system parameters of the dynamic network. We extend the ideas of global cohesion and consensus to local cohesion and consensus (11). Again, the detailed study is focused on a prototype hybrid multicultural dynamic network. Using the ideas and tools developed from the stochastic network (12), we are able to establish conditions on the network parameters for which the cultural network is locally cohesive. Using Euler-Maruyama type numerical approximation schemes to model the network, we better understand to what extent the analytically developed estimates are feasible.
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Shieh, Wenfu. "Spatial Visualization, Attitudes Toward Mathematics, And Mathematics Achievement Among Chinese-American, Hispanic-American, And Caucasian Seventh And Eighth Grade Students." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3424.

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Many studies have shown that spatial visualization and attitudes toward mathematics are positively and significantly correlated to achievement in mathematics. This study attempted to find out whether these relationships remain consistent across various ethnic groups. This study also attempted to ascertain if spatial visualization ability and attitudes toward mathematics vary among ethnic groups, and if these possible variabilities correspond to the different degrees of mathematical achievement. One hundred five 7th and 8th grade Caucasian, Chinese-American, and Hispanic-American students were selected from three of the five middle schools in the Stockton Unified School District to participate in this study. The DAT Space Relations Test, the Fennema-Sherman mathematics Attitude Scales, and the Comprehensive Tests of Basic Skills were administered to the students in the Spring of 1985 to assess spatial visualization ability, attitudes toward mathematics, and achievement in mathematics, respectively. The results indicated that Chinese-American students achieved significantly higher than Caucasian and Hispanic students in mathematics. The results of this study suggested that when English proficiency and family-income levels are controlled, Hispanic students (males and females combined) did not achieve at a significantly lower level than did Caucasian students as suggested in previous studies. Also when all three ethnic groups were combined, males achieved significantly higher than did females in mathematics. The data of the spatial visualization variable in this study indicated that Chinese-American males scored at a significantly higher level than did Chinese-American females. There was no significant sex difference in Caucasian and Hispanic groups. Students of both gender and all ethnic groups showed strongly positive attitudes toward mathematics. There were very few significant sex differences or ethnic differences in attitudes toward mathematics. There was a substantial correlation between spatial visualization and mathematics achievement. When all three ethnic groups were combined, females had a significantly higher correlation between mathematics achievement and spatial visualization than did males. Spatial visualization, ethnicity, and confidence of learning mathematics were significant predictors of mathematics achievement for the student population of this study.
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Matthews, Lou Edward Langrall Cynthia Willey. ""Babies overboard!" the complexities and challenges of incorporating culturally relevant teaching into mathematics instruction /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064520.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 21, 2006. Dissertation Committee: Cynthia W. Langrall (chair), Sharon S. McCrone, Darryl A. Pifer, Norma C. Presmeg. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.
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Tsutsumi, Tomoya. "Diversity on the surface: Analysis of Grade 3 Canadian mathematics textbook using diversity education and ethnomathematics perspectives." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86917.

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In Canada, although multicultural/diversity education has been widely discussed over the past three decades, little research has been conducted in mathematics education regarding equity and diversity. As textbooks play a pivotal role in education and are important pedagogical tools, this study examines a nationally distributed Grade 3 mathematics textbook, and whether it responds to the needs of today's multicultural/diversity educational goals and is reflective of the various pluralities present in Canadian society. This study analyzes representations of ethnic, gender, and class diversities as well as historical and cultural references with respect to the concept of ethnomathematics in the textbook and how the inclusion or non-inclusion of diverse student identities can affect both the teaching and learning of mathematics and diversity in Canada. The study concludes with discussions at several levels of curriculum: provincial ministry, classroom, and the textbook through which students construct meanings.
Au Canada, bien que l'instruction multiculturelle/de diversité ait été largement discutée au cours des trois dernières décennies, peu de recherches ont été menées en enseignement des mathématiques concernant l'équité et la diversité. Puisque les manuels scolaires jouent un rôle charnière en enseignement et sont d'importants outils pédagogiques, cette étude examine un manuel en mathématiques de 3ième année distribué au niveau national, et s'il répond ou non aux besoins des objectifs pédagogiques multiculturels/de diversité d'aujourd'hui et reflète les différentes pluralités présentes dans la société canadienne. Cette étude analyse les représentations des diversités ethniques, de genre, et de classe ainsi que les références historiques et culturelles, par rapport au concept d'ethnomathématiques dans le manuel scolaire et comment l'inclusion ou la non inclusion des diverses identités étudiantes peut affecter l'enseignement et l'apprentissage des mathématiques et de la diversité au Canada. L'étude se termine par des discussions sur plusieurs niveaux de programmes : les ministères provinciaux, les salles de classe, et le manuel scolaire à travers lequel les élèves construisent des sens.
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MBURU, JANE MWIHAKI. "Moving from Theory to Practice: Exploring One Preservice Teacher's Application of Culturally Relevant Education in Mathematics Lessons." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1544812377630881.

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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.
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Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.

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The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.

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Molefe, Jacob Kgabudi. "Challenging students through mathematics a culturally relevant problem solving /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1072722613.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).
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Books on the topic "Multicultural mathematics"

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Gheverghese, Joseph George, and Williams Julian, eds. Multicultural mathematics. Oxford: Oxford University Press, 1993.

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Multicultural mathematics materials. 2nd ed. Reston, Va: National Council of Teachers of Mathematics, 2000.

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Dodd, Phil. Global mathematics: A second multicultural resource book. Houghton le Spring: Houghton Kepier School, Maths Dept, 1993.

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Berken, Bernadette A. Multicultural mathematical ideas: Readings and activities. [S.l.]: B.A. Berken, 1999.

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Dodd, Phil. Mathematics from around the world: A multicultural resource book. Houghton-le-Spring: [P.Dodd], 1989.

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Bailey, Peter. Good practice in assessing mathematics in a multicultural society. Wolverhampton: Wolverhampton Polytechnic, 1991.

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1969-, Ellis Mark W., and National Council of Teachers of Mathematics., eds. Mathematics for all. Reston, VA: National Council of Teachers of Mathematics, 2008.

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Zaslavsky, Claudia. The multicultural math classroom: Bringing in the world. Portsmouth, NH: Heinemann, 1996.

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Murphy, Nancy. Multicultural mathematics and science: Effective K-12 practices for equity. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1996.

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1943-, Snively Gloria, and MacKinnon Allan M. 1954-, eds. Thinking globally about mathematics and science education. Vancouver, B.C: Research and Development in Global Studies, Centre for the Study of Curriculum and Instruction, University of British Columbia, 1995.

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Book chapters on the topic "Multicultural mathematics"

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Grugnetti, Lucia, Leo Rogers, Jaime Carvalho e Silva, Coralie Daniel, Daniel Coray, Miguel de Guzmán, Helene Gispert, et al. "Philosophical, multicultural and interdisciplinary issues." In History in Mathematics Education, 39–62. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47220-1_2.

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Halai, Anjum, and Richard Barwell. "Mathematics Education in a Multilingual and Multicultural Environment." In The Proceedings of the 12th International Congress on Mathematical Education, 539–44. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_55.

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Terdimou, Maria. "The Confrontation of mathematics on behalf of the Eastern Orthodox Church during the Ottoman period." In Multicultural science in the Ottoman empire, 53–62. Turnhout: Brepols Publishers, 2003. http://dx.doi.org/10.1484/m.dda-eb.4.00525.

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Mullis, Ina V. S., and Michael O. Martin. "Assessment Methods in IEA's TIMSS and PIRLS International Assessments of Mathematics, Science, and Reading." In Survey Methods in Multinational, Multiregional, and Multicultural Contexts, 515–24. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470609927.ch29.

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Barwell, Richard, Anjum Halai, Aldo Parra, Lena Wessel, and Guida de Abreu. "Topic Study Group No. 32: Mathematics Education in a Multilingual and Multicultural Environment." In Proceedings of the 13th International Congress on Mathematical Education, 525–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_59.

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Sakonidis, H. "Mathematics Education for and in the Dominant and Other Cultures: A Multicultural Inquiry." In Proceedings of the Ninth International Congress on Mathematical Education, 190–91. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_46.

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de Leon Siantz, Mary Lou, and Lisceth Brazil-Cruz. "Seeing Self: The CAMPOS Model." In Uprooting Bias in the Academy, 159–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85668-7_9.

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AbstractBuilding an inclusive community that diversifies the fields of science, technology, engineering, and mathematics (STEM) is a daunting task, all the more so given the low numbers of Latinas and other underrepresented minority groups (URM) who enter academic STEM disciplines. This chapter takes an in-depth look at one of the novel ADVANCE initiatives—the Center for the Advancement of Multicultural Perspectives on Science (CAMPOS). The center fosters sustainable institutional transformation by collaborating with traditional campus committees to recruit, retain, and promote excellent faculty committed to inclusion while also engaging the broader UC Davis STEM community. Its core mission is to support the discovery of knowledge though multicultural perspectives. CAMPOS creates an environment that is diversity-driven, mentorship-grounded, and career-success-focused. It recognizes the barriers that URM STEM scientists endure within academia and seeks to mitigate those barriers, highlighting the accomplishments of CAMPOS faculty scholars and making URM STEM scientists visible role models. The center is committed to transforming STEM by developing the leadership skills needed to sustain institutional transformation in laboratories, departments, and universities locally, nationally, and globally. The CAMPOS model can be replicated at other universities seeking to change the face of STEM.
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"Multicultural mathematics." In Routledge Library Editions: Education and Multiculturalism, 1035–53. Routledge, 2018. http://dx.doi.org/10.4324/9781315160306-102.

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"Multicultural mathematics." In Educating All, 171–89. Routledge, 2017. http://dx.doi.org/10.4324/9781315158129-8.

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Germain-McCarthy, Yvelyne. "Issues in Multicultural Mathematics Education." In Mathematics and Multi-Ethnic Students, 35–49. Routledge, 2017. http://dx.doi.org/10.4324/9781315639109-4.

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Conference papers on the topic "Multicultural mathematics"

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Ariza, Marta, Antonio Quesada, and Ana Abril. "ENHANCING SCIENCE AND MATHEMATICS EDUCATION IN MULTICULTURAL CONTEXTS: GUIDELINES FOR OPEN LEARNING ENVIRONMENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2230.

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Moldavan, Alesia Mickle. "Preservice teachers’ perceptions of a lesson study connecting multicultural literature with culturally responsive mathematics teaching." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-260.

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Pamungkas, D., N. Aini, S. Pitriyana, and D. Sulisworo. "Development of Mathematics Mobile Learning Application Through Discovery Learning Method." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294293.

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Sumadi, Suhartini, Teguh Putra, and Istiqomah Istiqomah. "Analysis of Interests and Mathematical Talents of Prospective Students in the Department of Mathematics Education at Universitas Pendidikan Muhammadiyah Sorong Based on Multiple Intelligences." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294289.

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Kartini, R. "Improving Learning Outcomes of Mathematics Lesson Through Roman Numeral Puzzle at Fourth Grade Elementary School Students in Malang." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.57.

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Sahidi, Sahidi, and Syamsulrizal Syamsulrizal. "Analysis of Mathematical Problem Solving Abilites base on the Polya’s Step Approach." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294300.

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Kudubun, Adriana, Syamsulrizal Syamsulrizal, and Sahidi Sahidi. "The Effect of Team Assited Individualication Models On Mathematical Learning Results In Mixed Solution Materials Student Of 4th Class SD Moria." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294303.

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Reports on the topic "Multicultural mathematics"

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10183043.

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