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Journal articles on the topic 'Multicultural mathematics'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Murtadha-Watts, Khaula, and Beatriz S. D'Ambrosio. "A Convergence of Transformative Multicultural and Mathematics Instruction? Dilemmas of Group Deliberations for Curriculum Change." Journal for Research in Mathematics Education 28, no. 6 (December 1997): 767–82. http://dx.doi.org/10.5951/jresematheduc.28.6.0767.

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In the work described here we report on our collaborative efforts to produce a multicultural mathematics curriculum for Grades K—6 that was socially transformative. We drew insights and direction from the following discourses: multicultural education, socially proactive mathematics, and preservice and in-service teacher deliberations. Through group deliberations, the analysis of existing mathematics and multicultural curricula, and the sharing of personal histories, we planned our teacher-research activities. Our goal was to define mathematics as a tool for social analysis. In this article we describe the perplexity of issues related to the definition of multicultural curricula and mathematics curricula for social transformation, the complexities of the group deliberative process, and the demands involved in the teacher-research process.
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12

Bhattarai, Lok Nath. "ICT Integrated Pedagogy in a Multicultural Classroom: Experiences of Mathematics Teacher." Interdisciplinary Research in Education 4, no. 1 (September 20, 2019): 9–18. http://dx.doi.org/10.3126/ire.v4i1.25706.

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Multiculturalism in the present context is a global issue in education. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s multicultural society. In this regards, this paper focuses on the issues of the management of multicultural classes, and the role of ICT-integrated pedagogy to manage such a classroom context. It also discusses the context, and experiences of teachers that can bring the multicultural classroom situation into the right track. For this purpose, I apply narrative inquiry of two mathematics teachers (one male and one female) of University Campus Kirtipur with more than seven-year experience. In-depth interview, related to their experiences and practices in multicultural mathematics classes, was conducted and found that they face problems to teach students in a multicultural classes such as language problem, content problem, and level of understanding. There are two types of multiculturalism in our classes they are critical multiculturalism, and Liberal multiculturalism. The management of multiculturalism is a great challenge for teachers. Although teachers are less familiar with the management of multicultural class, they try to manage such types of diversity by supporting their students personally through ICT-integrated pedagogy. The finding of the study shows that ICT-integrated pedagogy is the best strategy to manage multicultural classes by respecting students’ personal feelings.
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13

Zaslavsky, Claudia. "Multicultural Mathematics Education For The Middle Grades." Arithmetic Teacher 38, no. 6 (February 1991): 8–13. http://dx.doi.org/10.5951/at.38.6.0008.

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14

Song, Ryoon-Jin, and Mi-Kyung Ju. "Principle and Method of Multicultural Mathematics Education." Journal of Curriculum and Evaluation 14, no. 2 (July 2011): 101–28. http://dx.doi.org/10.29221/jce.2011.14.2.101.

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15

Piccolino, Anthony V. "Integrating Multicultural Activities Across the Mathematics Curriculum." NASSP Bulletin 82, no. 597 (April 1998): 84–87. http://dx.doi.org/10.1177/019263659808259714.

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16

Chenulu, Syamala. "Teaching Mathematics through the Art of Kolam." Mathematics Teaching in the Middle School 12, no. 8 (April 2007): 422–28. http://dx.doi.org/10.5951/mtms.12.8.0422.

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One goal of the NCTM's connections Standard is that mathematics instruction pre- K–12 should “enable all students to recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Art of all kinds provides opportunities to address this goal. Moreover, many mathematics educators, including myself, believe that it is important and beneficial to provide a multicultural perspective in our classrooms. “Knowledge of the ideas of others can enlarge our view of what is mathematical and, in particular, add a more humanistic and global perspective to the history of mathematics. This enlarged view, in which mathematical ideas are seen to play a vital role in diverse human endeavors, provides us with a richer and fuller picture of mathematics” (Ascher 2002, p. 200).
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17

Zaslavsky, Claudia. "In My Opinion: Ethnomathematics and Multicultural Mathematics Education." Teaching Children Mathematics 4, no. 9 (May 1998): 502–3. http://dx.doi.org/10.5951/tcm.4.9.0502.

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For over a decade, teachers, administrators, elders, and other community members of the Yup’ik Eskimo villages in southwest Alaska have been planning ways to integrate traditional Yup’ik mathematics and science into the school curriculum. introducing such topics as the Yup’ik base-twenty system of number words and the symmetry of patterns in clothing and basketry.
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18

Rubenstein, Rheta. "A Multicultural Matrix for Mathematics Education: Generic Ideas." Humanistic Mathematics Network Journal 1, no. 8 (July 1993): 58–60. http://dx.doi.org/10.5642/hmnj.199301.08.20.

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19

Mahpudin, Mahpudin, and Liyana Sunanto. "ETHNOMATHEMATICS AN ALTERNATIVE IN THE DEVELOPMENT OF MULTICULTURAL EDUCATION AT THE PRIMARY SCHOOL." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 269. http://dx.doi.org/10.20961/shes.v1i2.26872.

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<em>Classical mathematics learning leads to a false view of students who think that mathematics is a separate field of science from their daily lives. Learning mathematics by using ethnomathematics can bring mathematical concepts closer to students' daily lives so that students can better understand and interpret the learning outcomes they get. In addition, ethnomathamatics can further develop multicultural competencies in students. Students can better know and appreciate cultural diversity.</em>
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20

Jong-Eun, Moon, and Mi-Kyung Ju. "A Case Study of Multicultural Mathematics Teacher Education Course: An Analysis of Course Effect on Preservice Mathematics Teachers’ Multicultural Competence." Journal of Curriculum and Evaluation 13, no. 3 (November 2010): 79–102. http://dx.doi.org/10.29221/jce.2010.13.3.103.

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21

STERN, MARTIN D. "Mathematical Motivation in a Multicultural Society." Teaching Mathematics and its Applications: An International Journal of the IMA 8, no. 2 (June 1, 1989): 52–55. http://dx.doi.org/10.1093/teamat/8.2.52.

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22

Thomas, Sunila, and Gibina Jacob. "ETHNOMATHEMATICS." International Journal of Advanced Research 9, no. 09 (September 30, 2021): 310–12. http://dx.doi.org/10.21474/ijar01/13409.

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In mathematics education ethnomathematics is the study of the relationship between mathematics and culture. Often associated with cultures without written expression, it may also be defined as the mathematics which is practiced among identifiable cultural groups. It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. The goal of ethnomathematics is to contribute both to the understanding of culture and the understanding of mathematics, and mainly to lead to an appreciation of the connections between the two.
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23

Neumann, Maureen D. "Freedom Quilts: Mathematics on the Underground Railroad." Teaching Children Mathematics 11, no. 6 (February 2005): 316–21. http://dx.doi.org/10.5951/tcm.11.6.0316.

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Examine the geometric properties involved in making different quilt patterns and the cultural significance these quilts hold for Africans on southern plantations escaping to freedom. Lesson ideas with mathematical and multicultural connections are provided for classroom teachers.
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24

Grabiner, Judith V., and Marcia Ascher. "Ethnomathematics: A Multicultural View of Mathematical Ideas." American Mathematical Monthly 100, no. 3 (March 1993): 304. http://dx.doi.org/10.2307/2324476.

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25

Kasten, Peggy. "Projects: Multicultural Mathematics: A University K—12 Museum Partnership." Mathematics Teacher 92, no. 4 (April 1999): 376. http://dx.doi.org/10.5951/mt.92.4.0376.

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26

Swetz, Frank, and Marcia Ascher. "Ethnomathematics: A Multicultural View of Mathematical Ideas." College Mathematics Journal 23, no. 4 (September 1992): 353. http://dx.doi.org/10.2307/2686959.

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27

Parshall, Karen Hunger. "Ethnomathematics: A multicultural view of mathematical ideas." Historia Mathematica 19, no. 3 (August 1992): 310. http://dx.doi.org/10.1016/0315-0860(92)90041-9.

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28

Smith, Nancy L., Carolyn Babione, and Beverly Vick. "Dumpling Soup: Exploring Kitchens, Cultures, and Mathematics." Teaching Children Mathematics 6, no. 3 (November 1999): 148–52. http://dx.doi.org/10.5951/tcm.6.3.0148.

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Many teachers understand the importance of discussing diversity and celebrating cultural heritage. One way that these two goals can be accomplished is by looking at the lives of others through multicultural literature. Teachers often use such literature in language arts and social studies but may be unsure how to use it in mathematics.
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29

Nipa, Jun-on, and Rae Young Kim. "Exploring Implementation of Multicultural Mathematics Education in Northern Thai Classrooms." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 21 (November 15, 2019): 693–721. http://dx.doi.org/10.22251/jlcci.2019.19.21.693.

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30

Esmonde, Indigo, and Beverly Caswell. "Teaching Mathematics for Social Justice in Multicultural, Multilingual Elementary Classrooms." Canadian Journal of Science, Mathematics and Technology Education 10, no. 3 (August 31, 2010): 244–54. http://dx.doi.org/10.1080/14926156.2010.504485.

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31

Karp, Karen S. "Telling Tales: Creating Graphs Using Multicultural Literature." Teaching Children Mathematics 1, no. 2 (October 1994): 87–91. http://dx.doi.org/10.5951/tcm.1.2.0087.

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The focus in primary classrooms on children's literature through the whole-language approach to reading encourages the elimination of artificial divisions among subjects through such natural and desirable mixtures as mathematics and storybooks.
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32

Rakhmawati, Rosida. "Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (December 20, 2016): 221–30. http://dx.doi.org/10.24042/ajpm.v7i2.37.

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Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.
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33

S, Suryaman. "Pendidikan Funecopreneur di Sekolah Menengah Atas." Jurnal Entrepreneur dan Entrepreneurship 1, no. 1 (September 2, 2016): 34–40. http://dx.doi.org/10.37715/jee.v1i1.11.

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This study explored “educational fun” (fun), “appreciate the nature” (eco), and “making change” (preneur); integrated into funecopreneur education. The learning process of funecopreneur education was based on applied multicultural and integrated with the life skills. PAKSA was one of multicultural education outcomes. Students’ character that focuses on PAKSA was the foundation in treating three entrepreneurial skills (academic, personal development, and business).
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34

Harris, Jacqueline. "Links to Literature: Interweaving Language and Mathematics Literacy through a Story." Teaching Children Mathematics 5, no. 9 (May 1999): 520–24. http://dx.doi.org/10.5951/tcm.5.9.0520.

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Programs that promote literacy development in the early grades, kindergarten through grade 2, are of prime interest to educators, particularly when they are also effective for ESL students. With interest, then, I talked with Silvana Bozzato, a kindergarten teacher at Our Lady of Victory School, set in a multicultural, downtown Toronto neighborhood. I wanted to know if she used in her program any books with a focus on mathematics, wondering how that practice might help students understand important mathematical concepts. Bozzato used many such books, and we agreed that she would model one lesson in which mathematics and language were interwoven, choosing a beautifully illustrated, lyrical story by Pat Brisson, Benny's Pennies (1993).
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35

Stemn, Blidi, and Jill Collins. "Do Numbers Have Shapes? Connecting Number Patterns and Shapes through the Vedic Matrix." Teaching Children Mathematics 7, no. 9 (May 2001): 542–47. http://dx.doi.org/10.5951/tcm.7.9.0542.

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As teachers who are interested in integrating non-Western mathematics activities into our lessons, we decided to teach number patterns through the Vedic (pronounced “Vaydik”) matrix. This stimulating activity, which is found in Vedic mathematics from India, investigates patterns using the numbers 1 through 9. The premise underlying the Vedic matrix is that numbers form symmetrical “shapes” (Nelson, Joseph, and Williams 1993). This approach to teaching developmentally appropriate mathematics content contrasts with the “tourist curriculum” approach in which students view multicultural mathematics activities as fun but not as essential for mathematical learning (Davidson and Kramer 1997). The tourist curriculum, according to Derman-Sparks as cited in Davidson and Kramer, trivializes the curriculum and does not address the real-life problems and experiences of different cultures.
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36

Schotte, Kristin, Camilla Rjosk, Aileen Edele, Axinja Hachfeld, and Petra Stanat. "Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment." Social Psychology of Education 25, no. 1 (November 19, 2021): 75–112. http://dx.doi.org/10.1007/s11218-021-09669-0.

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AbstractBased on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.
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37

Hersh, Reuben. "Ethnomathematics: A Multicultural View of Mathematical Ideas (Marcia Ascher)." SIAM Review 35, no. 1 (March 1993): 151–53. http://dx.doi.org/10.1137/1035025.

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38

Dawe, Lloyd. "The Impact of Culture in the Mathematics Classrooms of Multicultural Australia." Cultural Dynamics 1, no. 2 (June 1988): 195–207. http://dx.doi.org/10.1177/092137408800100205.

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39

Gorgorió, Núria, and Núria Planas. "Cultural distance and identities-in-construction within the multicultural mathematics classroom." Zentralblatt für Didaktik der Mathematik 37, no. 2 (April 2005): 64–71. http://dx.doi.org/10.1007/bf02655715.

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40

Strutchens, Marilyn E. "Multicultural Literature as a Context for Problem Solving: Children and Parents Learning Together." Teaching Children Mathematics 8, no. 8 (April 2002): 448–54. http://dx.doi.org/10.5951/tcm.8.8.0448.

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In recent years, the mathematics community has given more attention to the role that mathematics plays in our cultural society and the contributions of different cultures to mathematics (Bishop 1988; D'Ambrosio 1985; NCTM 1989; Frankenstein 1990; Joseph 1993). Teachers are encouraged to include culture in a variety of ways in the mathematics classroom. Students can be encouraged to use mathematics as a tool to examine their cultural and social environments, traditions, and artifacts. In addition, mathematics learned by students outside the classroom can be used as a bridge to learning school mathematics.
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41

Robichaux, Rebecca R., and Paulette R. Rodrigue. "Using Origami to Promote Geometric Communication." Mathematics Teaching in the Middle School 9, no. 4 (December 2003): 222–29. http://dx.doi.org/10.5951/mtms.9.4.0222.

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Rigami has been used frequently in teaching geometry to promote the development of spatial sense; to make multicultural connections with mathematical ideas; and to provide students with a visual representation of such geometric concepts as shape, properties of shapes, congruence, similarity, and symmetry. Such activities meet the Geometry Standard (NCTM 2000), which states that students should be engaged in activities that allow them to “analyze characteristics and properties of twoand three-dimensional geometric shapes and develop mathematical arguments about geometric relationships” and to “use visualization, spatial reasoning, and geometric modeling to solve problems” (p. 41). This article begins with an explanation of the importance of communication in the mathematics classroom and then describes a middle school mathematics lesson that uses origami to meet both the Geometry Standard as well as the Communication Standard.
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42

Naidoo, Jayaluxmi. "Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms." African Journal of Teacher Education 10, no. 2 (December 11, 2021): 17–36. http://dx.doi.org/10.21083/ajote.v10i2.6686.

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Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.
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43

Grabiner, Judith V. "Ethnomathematics: A Multicultural View of Mathematical Ideas. By Marcia Ascher." American Mathematical Monthly 100, no. 3 (March 1993): 304–8. http://dx.doi.org/10.1080/00029890.1993.11990405.

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44

Shirley, Lawrence H. "Activities from African Calendar and Time Customs." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 616–20. http://dx.doi.org/10.5951/mtms.1.8.0616.

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The connections standard of the curriculum and Evaluation Standards for School Mathematics (NCTM 1989) encourages looking for mathematics in a much wider range of applications and cultures than in the past. Teachers interested in applying this standard through a multicultural curriculum have found examples from various cultures around the world, including those of Africa.
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45

Rohaeti, Euis Eti. "TRANSFORMASI BUDAYA MELALUI PEMBELAJARAN MATEMATIKA BERMAKNA DI SEKOLAH." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (April 7, 2011): 139. http://dx.doi.org/10.18269/jpmipa.v16i1.274.

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Abstract: One of many other functions of teaching at school level is as a means of cultural transformational process. Mathematics, one of the sciences resulted from human thoughts and activities, at school level is now expected to be more meaningful through the insertion of familiar concepts which are related to the local culture of the students. This cultural incorporation is then extended into national culture with its multicultural characteristics and global culture which is commonly cross-cultural based. Through this, it is hoped that culture can be applied and kept by our young generation through their way of thinking, viewing and doing things. All these can also increase their commitment to keep the cultural differences nation wide. Keywords: Cultural transformation, meaningful mathematics teaching, local culture, multicultural, cross-cultural understanding.
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46

Sharp, Janet M. "A Teacher‐Researcher Perspective on Designing Multicultural Mathematics Experiences for Preservice Teachers." Equity & Excellence in Education 32, no. 1 (April 1999): 31–42. http://dx.doi.org/10.1080/1066568990320104.

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47

Avnish Sharma, Aneesya Panicker,. "Ethnocentrism: Enemy of Productive and Happy Multicultural Workplace." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 756–60. http://dx.doi.org/10.17762/turcomat.v12i5.1481.

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Organizations and professionals are usually unaware about the fundamental rationale behind workplace ethnocentrism. Due to globalization today’s workplace are becoming multi-cultural, thus to address and understand the intricacies of ethnocentrism and being sensitive towards the issue is the need of the hour. Effective management of culturally diversified workplace is significant point of concern. As it may germinate challenges before the organization, one such challenge is related with ethnocentric feeling among culturally diversified workforce towards each other. This paper will explain the concept of ethnocentrism at workplace, the psychology of ethnocentric tendency and the various problems that an ethnocentric view presents before the multicultural organization while dealing with culturally diversified employees by synthesizing various research studies done in this area, comprising of examining various approaches to ethnocentric tendency. It also answers why diversity at workforce that exemplifies a changing world and contemporary workplace which is vital for creating competitive work environment that enhance work productivity. It will also discuss the implication of ethnocentrism in multicultural organizations and how to avoid the intricacies of ethnocentric phenomenon and resultant conflicts and disruptions arising at the workplace.
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48

Bochese, Joan. "A Teacher's Journal: Math Pals Write to Solve." Teaching Children Mathematics 3, no. 9 (May 1997): 488–89. http://dx.doi.org/10.5951/tcm.3.9.0488.

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Fostering communication in mathematics took a unique twist with the implementation of the “Math Pals” program between the Jackson Avenue School in Hackensack and the Maugham School in Tenafly, New Jersey. This program, which emphasized mathematics communication, allowed students to become active problem solvers with a pal in a different school. In addition, it gave students a multicultural experience.
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49

Best, Merci, Robin Best, and Cheryl Dickter. "STEAM Programming as a Pathway to Foster Positive Academic Self-Efficacy and Positive Self-Concept." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 100–118. http://dx.doi.org/10.51355/jstem.2019.54.

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Multicultural individuals are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). Therefore, the current study is focused on exploring STEAMtrix, a STEM out-of-school time (OST) education program that incorporates the arts for kindergarten through 12th grade (K-12) students. The study explores whether STEAMtrix could lead to the formation of positive STEM-specific self-efficacy and self-concept. Specifically, the study examined whether STEAMtrix could improve multicultural students’ interest and awareness of careers within the STEM pipeline. Thirty-eight students from multicultural backgrounds at a medium-sized community center participated in STEAMtrix. Explicit measures of STEM self-efficacy and both explicit and implicit measures of self-concept were collected before and after programming. Results demonstrated that the STEAMtrix curriculum increased STEM self-efficacy in some domains and improved implicit self-concept. This study offers insight into how community organizations and school systems can promote early access, positive self-efficacy, and positive self-concept in relation to STEM educational experiences during OST.
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Kim, Seon-Young, and Young-Ok Kim. "Research on Environmental Factors that Affect Mathematics Learning of Students in Multicultural Families." East Asian mathematical journal 31, no. 2 (February 28, 2015): 245–73. http://dx.doi.org/10.7858/eamj.2015.019.

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