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.
Full textTitle 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.
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.
Full textHilton, Kristina B. "Dynamics of Multicultural Social Networks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6711.
Full textShieh, 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.
Full textMatthews, 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.
Full textTitle 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.
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.
Full textAu 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.
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.
Full textFerner, 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.
Full textLey, 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.
Full textThe 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.
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.
Full textTitle 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).
Vidot, Jose L. "The Efficacy of Sheltered Instruction Observation Protocol (SIOP) in Mathematics Instruction on English Language Learner Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/943.
Full textBaum, Katie Corinne. "A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7598.
Full textFranklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.
Full textRamm, Luba L. "The impact of the use of printed instructional materials with native language support on immigrant students' performance in high school mathematics." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/202.
Full textBell, Clare Valerie. "Cultural Diversity And White Teacher Scaffolding Of Student Self-Regulated Learning In Algebra Classes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230580753.
Full textSeda, Pamela Annette. "Equity Pedagogy in the Secondary Mathematics Classrooms of Three Preservice Teachers." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/23.
Full textBatista, Maria Betania Soares da Silva. "Geometria e aritm?tica numa vis?o multicultural: uma experi?ncia pedag?gica." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16096.
Full textCoordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This paper aims to build a notebook of activities that can help the teacher of elementary school mathematics. Topics covered are arithmetic and geometry and the activities proposed here were developed aiming print them a multicultural character. We take as a base line developed by Claudia Zaslavsky multiculturalism and reflected in his books "Games and activities worldwide" and "More games and activities worldwide." We structure our work around four themes: the symbol of the Olympic Games, the pyramids of Egypt, the Russian abacus abacus and Chinese. The first two themes allow you to explore basic concepts of geometry while the latter two themes allow us to explore numerical notation and arithmetic operations
O presente trabalho tem como objetivo a constru??o de um caderno de atividades que possa auxiliar o professor de matem?tica do ensino fundamental. Os t?picos abordados s?o geometria e aritm?tica sendo que as atividades aqui propostas foram desenvolvidas buscando imprimir nelas um car?ter multicultural. Tomamos como base a linha de multiculturalismo desenvolvida por Claudia Zaslavsky e refletida em seus livros Jogos e atividades do mundo inteiro e Mais jogos e atividades do mundo inteiro . Estruturamos nosso trabalho em torno de quatro temas: o s?mbolo dos jogos ol?mpicos, as pir?mides do Egito, o ?baco russo e o ?baco Chin?s. Os dois primeiros temas permitem explorar conceitos b?sicos da geometria enquanto que os dois ?ltimos temas nos possibilitam explorar nota??o num?rica e opera??es aritm?ticas
Gatson, Jacqueline M. "Industry–university engagement in multicultural engineering programs: an exploratory study." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18948.
Full textDepartment of Educational Leadership
Michael Holen
Facing the rapidly increasing globalization of world economies and a steadily diversifying domestic consumer base, U.S. corporations have embraced the benefits of hiring more employees with diverse perspectives and experiences. Particularly in industries dependent upon knowledge of science, technology, engineering, and mathematics, recognition has grown that the American work force is seriously constrained by the clear underrepresentation of minority participants. In engineering, the most prevalent attempt to address these issues is through the establishment of multicultural engineering programs (MEPs), often designed as partnerships between universities and major corporate entities. These programs strive to identify, recruit, retain, educate and ultimately employ significant numbers of students of color to strengthen industry innovation and competitiveness. This investigation was initiated to expand the limited research literature on MEPs and the nature of their partnerships with industry. Using qualitative methodology, an exploratory viewpoint, and the lens of the Commitment-Trust Key Mediating Variable Model (KMV) of Relationship Marketing, the relationships of five mature and highly regarded university MEPs and one of their self identified primary industry partners were examined. Leaders of the National Association of Multicultural Engineering Program Advocates, the national representative body for MEPs, identified exemplary MEPs in the organization’s five regions; using a selection paradigm, five institutions were chosen for study selected from four of the regions. Each institution then identified a primary industry partner. Participants responded to in-depth interviews (MEPs) and questionnaires (industry) with respect to the nature, benefits, and challenges to both entities in the partnerships. Documents were reviewed for each program and industry. Responses were coded, crosschecked, and analyzed for patterns and themes. In particular, the study explored the issue of how commitment and trust are established in these partnership relationships. Twenty-four patterns and three themes emerged. Clearly, university-industry multicultural engineering partnerships are viewed as engendering important employment opportunities for underrepresented program graduates, promoting a well-developed pipeline of minority employee talent for industry, and increasing funding both for university multicultural programming and minority student support. The study also reports on the broad range of activities these partnerships practice. It suggests avenues for further study to enhance university-industry engagement.
Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.
Full textO'Toole, Sarah. "Understanding the educational world of the child : exploring the ways in which parents' and teachers' representations mediate the child's mathematical learning in multicultural contexts." Thesis, University of Bedfordshire, 2004. http://hdl.handle.net/10547/322511.
Full textHenry, Joye. "Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5474.
Full textRoig, Matilde E. "The relationship between learning style preference and achievement in the adult student in a multicultural college." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/559.
Full textGovender, Vasuthavan Gopaul. "The need for a multicultural approach to mathematics curriculum design for the senior secondary school phase: a case study conducted at the Woolhope Secondary School, Port Elizabeth." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003559.
Full textRestrepo, Christina. "UCF Upward Bound Program promoting first generation in college, low income and multicultural students stem college success." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/499.
Full textB.S.
Bachelors
Education
Science Eduation
Blanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.
Full textRitosa, Andrea. "Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746.
Full textHOBBS, ROBERT MAURICE. "Improving Problem-Solving Techniques for Students in Low-Performing Schools." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/213125.
Full textEd.D.
Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to determine if problem-solving skills and overall mathematical achievement and attitude could be improved using these computer-based tasks. A culturally specific, computer-based mathematics assessment (CD-ROM) and the National Assessment of Educational Progress (NAEP) assessment were used to measure student growth in mathematical problem solving. The Modified Fennema-Sherman Attitude Scales (MFSAS) were used to measure mathematics attitude. To determine whether or not the study was practical, an initial study was conducted (Study I) to see if pre- and post-tests would accurately forecast student performance. There were three groups for Study I. The two treatment groups worked in the computer lab on a Cognitive Tutor program to improve skills in Algebra 1. They were also exposed to word problems that were based on culturally specific themes. The control group had no exposure to the computer lab or word problems with culturally specific themes. Only one significant difference occurred in Study I. One of the treatment groups' data results declined significantly on the CD-ROM. In spite of this, the group revealed a slightly more favorable attitude towards mathematics than the other two groups. This treatment group also demonstrated the largest increase in NAEP pre- and post-test data results. For Study II there were two groups. The treatment group worked on a Google Maps project where students mapped different coordinates within their neighborhoods and plotted the results. The control group received computer lab instruction similar to the treatment group but did not work on Google Maps. When scores of the control and treatment groups on the CD-ROM assessment, NAEP assessment, and MFSAS survey were compared using a pre-test/post-test design in Study II, only one significant difference occurred. The control groups' CD-ROM scores resulted in nearly a 50% decline. A correlation analysis in Study II revealed that there were weak relationships between most of the measures, suggesting scores on each measure were unrelated.
Temple University--Theses
Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.
Full textKane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.
Full textDixon, Kerry. "The Contested Space of STEM-Art Integration: Cultural Humility and Collaborative Interdisciplinarity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467717193.
Full textWalbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.
Full textIngram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.
Full textSims, Rob. "Mathematical enculturation, an exploration of the impact of multicultural interaction in an international school classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ52951.pdf.
Full textHowse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.
Full textPh.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Mathematics Education
Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.
Full textLopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.
Full textM.Ed.
Other
Graduate Studies;
K-8 Math and Science MEd
Schoettler, Sarah Danielle. "STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2313.
Full textCasteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.
Full textMandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.
Full textAndreano, Patricia Diane. "A model for instructional integration for science and English-language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2908.
Full textVũ, John Huân. "Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/248.
Full textSong, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
Full textHui-Yu, Su, and 蘇惠玉. "From Ethnomathematics to Multicultural Mathematics Education." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/78849681020296090039.
Full textNkotoe, Tidimalo Catherine. "Prejudice reduction in multicultural mathematics education." Thesis, 2012. http://hdl.handle.net/10210/7255.
Full textPrejudice reduction is regarded as a deliberate and systematic process which aims at reorienting the values, attitudes, actions and behaviour of individuals or groups in such a way that prejudice and discrimination are reduced or totally combatted. Prejudice and its correlates (sexism, racism, credism and classism), as well as stereotypes, have tremendously affected the effectiveness of multicultural education, including mathematics. Unless society realises and accepts prejudice as a major explicator of the problems of the majority of South Africa, and also understandsthe pre-history of systematic oppression and discrimination, progress in adopting a coherent and effective approach to prejudice reduction in multicultural mathematics education and the broader society, would likely prove to be illusive. This implies that the racial and cultural discourse of a number of multicultural schools are not simply a reflection of personal prejudice though it may indeed be that. More importantly, prejudice may be understood as an expression of certain discursive patterns which significance goes beyond individuals into a broader set of practice. Prejudice as an inherent phenomenon, greatly affected pupils' achievement in mathematics, and has caused great concern consequently, it prompted and generated the eargeness to investigate prejudice reduction in multicultural mathematics education. Prejudice reduction in multicultural mathematics education is worth exploring, because South Africa is presently experiencing an educational crisis. During this critical period of transformation, educationists should pay special attention to ways in which the racial and cultural inequities, generated through apartheid policies, can be redressed. Attempts are presently been made by various organisations, the government curriculum designers and academics to establish an educational system that would satisfy the multicultural societies of South Africa. Mathematics as part of the broadereurriculumhas a pivotal role to play in this educational dispensation. It is therefore unequivocal that the teaching and learning of multicultural mathematics education, as one of the compulsory subjects in primary school education, should be investigated thoroughly because it serves as a key source of scientific and technological development. Mathematics is also frequently regarded as an important indicator of pupils' scholastic or academic ability. Therefore a growing number of South African schools is faced with the challenge of implementing curriculum changes in mathematics. In accomplishing the objectives of this study, semi-structured interviews with a number of key people were conducted. School observation as well as opinion from other relevant resources formed part of the research process. The research began with qualitative procedures assuming that interviewees could contribute to the creative shaping of multicultural mathematics education. It is important to mention that the qualitative method in this turned out to be empiricist in its explanation in some cases. Interviews covered issues of social relations, racial, ethnic and cultural mixing, parental background and involvement in education and multicultural mathematics methodology.
Dominguez, Higinio. "The discourse of mathematization: bilingual students reinventing mathematics and themselves as mathematical thinkers." Thesis, 2008. http://hdl.handle.net/2152/3838.
Full texttext
Tu, Su-Ling, and 凃素菱. "A Multicultural Curriculum Research of Mathematics Teaching withSocial Class Issue:One Step Experimences of Life and Math." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4vzz4a.
Full text國立臺灣師範大學
教育學系
105
This action research is a case study of a ninth grade class, a total of 24 students, including 11 boys and 13 girls. Based on each student’s learning situation and family socioeconomic status, this research constructed multicultural curriculum with social class issue and implemented it in mathmetics teaching. Through qualitative analysis of data of observations, interviews, and document, this study inquired the construction and implementation of multicultural curriculum, the outcomes of student learning and the professional growth of teachers. The results are as follows: 1. Multicultural curriculum is to be designed with the experience of students' life, expanding outwards in a form of concentric circles. It combines social class issue and contributes to disadvantaged social class students to learn math. 2. Cooperative learning in heterogeneous groups highlightes the differences in class culture and causes a natural complementarity. Students of different social classes can participate and contribute in the classes. They can also promote their self-worth.3. Multiple teaching strategies and assessment methods enable students to show a variety of problem-solving strategies. Participation in math course and effectiveness in math learning both increase.4. Multicultural curriculum enhances students' social class awareness, cultivates their attitude to respect class differences, developes friendly class relations, and has them take action on mutual cooperation between different classes.5. Mathematics curriculum and teaching with class issue has breakthroughs in multicultural vision in mathematics. It also strengthens the link between mathematical ability and professional relationship.6. Through the construction and implementation of mathematical curriculum with class issue, mathematics teachers can enhance professional growth in multiculturalism.
Chen, Chiu-Wen, and 陳萩紋. "「x+y=∞ 」:Study on Gender Issues Integrating into Mathematics Multicultural Curriculum of Junior High School in Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/r929e9.
Full text國立臺灣師範大學
教育學系
105
The study aims to construct a multicultural curriculum in which gender issues are integrated in mathematics lessons in junior high school. The three main core of this course are elimination of gender prejudice, understanding of gender differences and gender co-operation by learning through tasks which applies female model examples, female-preferred material and which requires awareness of gender stereotypes. Under such curriculum design, mathematical concept knowledge is integrated, implemented and instructed. To accomplish the purpose, the researcher conducted an action research in which the curriculum is developed and implemented. 14 female and 19 male ninth graders participated in the study. Classroom observations, students’ recorded interviews and follow-up data analyses are collected qualitatively. And a mathematics anxiety scale is conducted as a pre-test and a post-test. Data are quantitatively collected and analyzed. With the data collected, the construction and implementation of the multicultural curriculum is discussed regarding the dimensions of curriculum and instruction, learners’ learning effects and teachers’ professional growth. The study findings are presented as follows. 1. Understanding gender differences, eliminating gender biases, and co-ed collaborative learning are key concepts in constructing a multicultural curriculum in which gender issues are integrated. Such concepts help reduce learners’ mathematics anxiety. 2. Presentation of diverse materials along with application of multiple teaching strategies and assessment can help improve learners’ learning interests and effects in both mathematical and gender concepts. 3. Through understanding differences, learners challenge their gender stereotypes, develop a respect attitude, and further practice their concept by taking on creative mathematical collaborative learning tasks. 4. A curriculum in which gender issues are integrated in junior high mathematics lessons provides a broader perspective of mathematics gender issues. 5. Mathematics teachers are able to improve their multicultural professional growth by integrating gender issues in mathematics curriculum construction and implementation.
Kim, Sang-Eun Vivien. "East Asian International Students' Experiences in High School Mathematics Classrooms." Thesis, 2013. http://hdl.handle.net/1807/42629.
Full textBeckham, Jerrell K. "Academic dreamers to leaders : the emergence of the mathematics and science for minority students ((MS)²) program at Philips Academy Andover /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223542.
Full textPrintout. Vita. Includes bibliographical references (leaves 275-281) Available on microfilm from Pro Quest Information and Learning.
Fourie, Martha Johanna. "Wiskunde-onderrig in 'n multikulturele klas." Thesis, 2012. http://hdl.handle.net/10210/5550.
Full textThe importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education. In the South African context their exists an urgent need for a mathematics curriculum which is able to accommodate the specific cultural background of every individual. The reality of cultural diversity in South Africa emphasises the importance of the implementation of a multicultural approach to the teaching of Mathematics. Mathematics is a social process which constitutes a fundamental part of education. It remains a dynamic and living cultural product, while remaining part and parcel of the social construction of a community. The recognition of this reality creates a viable foundation for a multicultural approach to the teaching of Mathematics. The Mathematics curriculum can be implemented to emphasise a person's own culture and to provide information regarding a community, as well as that which is relevant to its multicultural character. Pupils represent diverse cultural-, class- and linguistic backgrounds. Other aspects which have to be considered in the creation of a multicultural curriculum are the different approaches, points of view and thinking patterns of pupils. In addition to this, there remains a difference between the levels of education of parents as well as the premium they place on literacy. The degree in which multicultural education will realise, however, depends mainly on the teacher's attitude and classroom skills. The primary aim of this study is to conduct a research into the different ways in which a teacher can forge a constructive link with children from diverse ethnic communities, via his/her own perceptions, educational aims and strategies, usage of language in the classroom, as well as classroom skills and techniques. Themes and practical examples which also exhibits multicultural characteristics, are included and can be implemented by the teacher in his/her own classroom techniques. Teachers have a professional responsibility to remove all elements of prejudice from the classroom, as well as to acknowledge and respect the diversity of cultures.