ΠΕΠΟΙΘΗΣΕΙΣ ΚΥΠΡΙΩΝ ΔΑΣΚΑΛΩΝ ΓΙΑ ΤΗ ΔΙΔΑΣΚΑΛΙΑ ΚΑΙ ΜΑΘΗΣΗ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ ΣΕ ΓΛΩΣΣΙΚΑ ΚΑΙ ΠΟΛΙΤΙΣΜΙΚΑ ΠΟΙΚΙΛΟΜΟΡΦΑ ΠΕΡΙΒΑΛΛΟΝΤΑ

PDF
Δημοσιευμένα: Nov 30, 2017
DOI: https://doi.org/10.12681/enedim.15467
Λέξεις-κλειδιά:
μετανάστες μαθητές διδασκαλία μαθηματικών πεποιθήσεις εκπαιδευτικών
Κωνσταντίνος Ξενοφώντος (Konstantinos Xenofontos)
Πανεπιστήμιο Λευκωσίας
Περίληψη

Το άρθρο αυτό παρουσιάζει και συζητεί ευρήματα από μία έρευνα μικρής κλίμακας, βασισμένη σε συνεντεύξεις με Ελληνοκύπριους δασκάλους, που διδάσκουν μαθηματικά σε σχολεία με υψηλά ποσοστά μαθητών μεταναστευτικής προέλευσης. Στην έρευνα συμμετείχαν 16 εκπαιδευτικοί από τρία γειτονικά αστικά σχολεία. Οι αναλύσεις των ποιοτικών δεδομένων έφεραν στην επιφάνεια τις πεποιθήσεις των συμμετεχόντων γύρω από τρεις θεματικές: (α) την ανταπόκριση των παιδιών μεταναστευτικής προέλευσης στο μάθημα των μαθηματικών, (β) τις αυτοαναφερόμενες διδακτικές πρακτικές και (γ) τις επαγγελματικές ανάγκες των συμμετεχόντων. 

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στο περιοδικό διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο περιοδικό διατίθενται με άδεια Creative Commons BY και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση.
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικό Συγγραφέα
Κωνσταντίνος Ξενοφώντος (Konstantinos Xenofontos), Πανεπιστήμιο Λευκωσίας
Επικ. Καθηγητής
Αναφορές
Adetula, L. O. (1990). Language factor: Does it affect children’s performance on word problems? Educational Studies in Mathematics, 21(4), 351–365.
Adler, J. (1997). A participatory-inquiry approach and the mediation of mathematical knowledge in a multilingual classroom. Educational Studies in Mathematics, 33, 235-258.
Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht: Kluwer Academic Publishers.
Andrews, P. (2007). Mathematics teacher typologies or nationally located patterns of behaviour? International Journal of Educational Research, 46(5), 306–318.
Andrews, P., & Hatch, G. (2000). A comparison of Hungarian and English teachers’ conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31–64.
Angelides, P, Stylianou, T., & Leigh, J. (2003) Forging a Multicultural Education Ethos in Cyprus: Reflections on Policy and Practice. Intercultural Education, 14(1), 57-66.
Anghileri, J., Beishuizen, M., & Van Putten, K. (2002). From informal strategies to structured procedures: mind the gap! Educational Studies in Mathematics, 49(2), 149-170.
Anhalt, C. O. & Rodríguez-Pérez, M. E. (2013). K-8 Teachers’ Concerns about Teaching Latino/a Students. Journal of Urban Mathematics Education, 6(2), 42-61.
Apple, M. (2008). Can schooling contribute to a more just society? Education, Citizenship and Social Justice, 3(3) 239–261.
Averill, R. & Clark, M. (2013) Respectful and Responsive Pedagogies for Mathematics and Statistics. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics Education: Yesterday, today and tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (pp. 66-73). Melbourne, VIC: MERGA.
Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31(1), 201-233.
Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129-163.
Bateiha, S. & Reeder, R. (2014). Transforming elementary preservice teachers’ mathematical knowledge for and through social understanding. Revista Internacional de Educación para la Justicia Social (RIEJS), 3(1), 71-86.
Bernardo, A. B. (1999). Overcoming obstacles to understanding and solving word problems in mathematics. Educational Psychology, 19(2), 149-163.
Bose, A. & Choudhury, M. (2010). Language Negotiation In a Multilingual Mathematics Classroom: An Analysis. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 93-100). Fremantle: MERGA.
Botes, H. & Mji, A. (2010). Language diversity in the mathematics classroom: does a learner companion make a difference? South African Journal of Education, 30, 123-138.
Campbell, R. J., & Kyriakides, L. (2000). The National Curriculum and standards in primary schools: a comparative perspective. Comparative Education, 36(4), 383-395.
César, M. & Favilli, F. (2005). Diversity seen through teachers’ eyes: Discourses about multicultural classes. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), February 17-21, 2005, Sant Feliu de Guíxols, Spain.
Chapman, O. (2003). Belief structure and in-service high school mathematics teacher growth. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 177–193). Springer.
Clarkson, P. C. (2004). Teaching mathematics in multilingual classrooms: The global importance of contexts. In I. P. Cheong, H. S. Dhindsa, I. J. Kyeleve & O. Chukwu (Eds.), Globalisation trends in Science, Mathematics and Technical Education (pp. 9-23). Brunei Darussalam: Universiti Brunei Darussalam.
Clarkson, P. C. (2007). Australian Vietnamese students learning mathematics: High ability bilingual and their use of their languages. Educational Studies in Mathematics, 64(2), 191-215.
Clarkson, P. C. (2009). Potential Lessons for Teaching in Multilingual Mathematics Classrooms in Australia and Southeast Asia. Journal of Science and Mathematics Education in Southeast Asia, 32(1), 1-17.
Clarkson, P.C. (2009). Potential Lessons for Teaching in Multilingual Mathematics Classrooms in Australia and Southeast Asia. Journal of Science and Mathematics Education in Southeast Asia, 32(1), 1-17.
Connelly, F. M. & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14.
da Ponte, J. P. (1994). Mathematics teachers’ professional knowledge. In J. P. da Ponte, & J. F. Matos (Eds.), Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education (Vol. II, pp. 195-210). Lisbon, Portugal: PME.
Durkin, K. (1991). Language in mathematical education: An introduction. In K. Durkin & B. Shire (Eds.), Language in mathematical education: Research and practice (pp. 1-3). Milton Keynes: Open University Press.
Elbers, E., & Haan, M., de. (2005). The construction of word meaning in a multicultural classroom. Mediational tools in peer collaboration during mathematics lessons. European Journal of Psychology of Education, 20(1), 45-59.
Ferrara, F. (2014). How multimodality works in mathematical activity: Young children graphing motion. International Journal of Science and Mathematics Education, 12(4), 917-939.
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116.
Goddard, J. T. & Foster, R. (2002). Where cultures collide: A case study of educational leadership in northern Canada. Canadian Journal of Education, 27(1), 1-20.
Goddard, J. T. (2010). Collective case study. In A. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research. (pp. 164-166). Thousand Oaks, CA: SAGE Publications.
Gorgorio, N. & Planas, N. (2001). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47(1), 7-33.
Gorgorio, N. (2006). Multicultural mathematics classrooms: When the difference challenges well established ideas. In Proceedings of CIEAEM 58-SRNI. Czech Republic.
Hajisoteriou, C. (2009). Europeanising Cypriot intercultural education: a policy process of simulation? International Journal of Interdisciplinary Social Sciences, 4(4), 1-14.
Hajisoteriou, C. (2010). Europeanising intercultural education: politics and policy-making in Cyprus. European Educational Research Journal, 9(4), 471-483.
Haylock, D. & Cockburn, A. D. (2008). Understanding mathematics for young children: A guide for foundation stage and lower primary teachers. London: SAGE.
Kazima, M. (2008). Mother Tongue Policies and Mathematical Terminology in the Teaching of Mathematics. Pythagoras, 67, 56-63.
Kress, G. R. & van Leeuwen, T. (1996). Reading Images - The Grammar of Visual Design. London: Routledge.
Kvale, S. & Brinkmann, S. (2009). InterViews: learning the craft of qualitative interviewing. Los Angeles: Sage Publications.
Leonard, J. (2008). Culturally Specific Pedagogy in the Mathematics Classroom. New York: Routledge.
Lichtman, M. (2013). Qualitative research in education: a user’s guide. Thousand Oaks, CA: SAGE
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: an Expanded Sourcebook. Thousand Oaks: Sage Publications.
Moschkovich, J. (2007). Using Two Languages When Learning Mathematics. Educational Studies in Mathematics, 64(2), 121-144.
Moschkovich, J. (2012, January). Mathematics, the Common Core and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. Paper presented at the Understanding Language Conference at Stanford University, Stanford, CA.
Ξενοφώντος, Κ. (2014). Γλώσσα, κουλτούρα, και μετανάστες μαθητές στο μάθημα των μαθηματικών. Στο Χ. Χατζησωτηρίου & Κ. Ξενοφώντος (Επ.), Διαπολιτισμική Εκπαίδευση: Προκλήσεις, παιδαγωγικές θεωρήσεις και εισηγήσεις (σελ. 219-242). Καβάλα: Εκδόσεις Σαΐτα.
Ξενοφώντος, Κ. & Παπαγεωργίου, Ε. (2015). Διδάσκοντας μαθηματικά σε γλωσσικά και πολιτισμικά ποικιλόμορφα περιβάλλοντα: Πεποιθήσεις ενός Κύπριου εκπαιδευτικού. Στο Δ. Δελσή, Ι. Παπαδόπουλος, & Μ. Τζεκάκη (Επ.), Μαθηματικά ΜΕ Διάκριση και ΧΩΡΙΣ Διακρίσεις. Πρακτικά 6ου Συνεδρίου Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Ελλάδα.
O’Toole, S. (2004). Understanding the Educational World of the Child: exploring the ways in which parents’ and teachers’ representations medicate the child’s mathematical learning in multicultural contexts. Unpublished doctoral dissertation, University of Luton, UK.
Panayiotopoulos, C., & Nicolaidou, M. (2007). At a crossroads of civilizations: multicultural education provision in Cyprus through the lens of a case study. Intercultural Education, 18(1), 65-79.
Salehmohamed, A. & Rowland, T. (2014). Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26(3), 555-577.
Setati, M. & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43, 243-269.
Setati, M. & Barwell, R. (2008) Making Mathematics Accessible for Multilingual Learners. Pythagoras, 67, 2-4.
Setati, M. (2005). Teaching Mathematics in a Primary Multicultural Classroom. Journal for Research in Mathematics Education, 36(5), 447-466.
Slavit, D. & Ernst-Slavit, G. (2007). Two for one: Teaching mathematics and English to English language learners. Middle School Journal, 39(2), 4-11.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (pp. 433-466). Thousand Oaks, CA: SAGE Publications.
Stathopoulou, C. & Kalabasis, F. (2007). Language and culture in mathematics education: Reflections on observing a Romany class in a Greek school. Educational Studies in Mathematics, 64(2), 231-238.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE Publications.
Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2006). Teaching Mathematics to ALL Children: Designing and adapting instruction to meet the needs of diverse learners. Upper Saddle River, NJ: Pearson Education, Inc.
Webb, L. & Webb, P. (2008). Introducing Discussion into Multilingual Mathematics Classrooms: An Issue of Code Switching? Pythagoras, 67, 26-32.
Yin, R. K. (2009). Case Study Research: Design and Methods. Thousand Oaks, CA: SAGE Publications.
Xenofontos, C. (2015). Immigrant pupils in elementary classrooms of Cyprus: How teachers view them as learners of mathematics. Cambridge Journal of Education, 45(4), 475-488.
Xenofontos, C. (2016). Teaching mathematics in culturally and linguistically diverse classrooms: Greek-Cypriot elementary teachers’ reported practices and professional needs. Journal of Urban Mathematics Education, 9(1), 94-116.
Zaslavsky, C. (1996). The Multicultural Math Classroom: Bringing in the World. Portsmouth, NH: Heinemann.