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

As schools have become ethnically, culturally, and linguistically diversified, multicultural mathematics education is emerging as the paradigm of school mathematics reform. When considering that an enacted curriculum is a set of beliefs put into action by a teacher, it is important to understand tea...

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Vydané v:Asia Pacific education review Ročník 26; číslo 2; s. 473 - 492
Hlavní autori: Song, Ryoon-Jin, Ju, Mi-Kyung
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Dordrecht Springer Netherlands 01.06.2025
Springer Nature B.V
교육연구소
Predmet:
Addition & subtraction
Beliefs
Brain
Communicative Competence (Languages)
Competence
Cultural Context
Cultural Differences
Cultural Pluralism
Curriculum Development
Education
Education Courses
Educational Change
Educational Practices
Learning
Learning Processes
Literature Reviews
Mathematics Education
Mathematics Instruction
Mathematics Skills
Mathematics Teachers
Multicultural Education
Multiculturalism & pluralism
Numeracy
Student Development
Student Empowerment
Students
Teacher Competencies
Teacher Education
Teaching
교육학
Multicultural mathematics teacher education
Trajectory of multicultural transformation
Teachers’ beliefs about mathematics as a school subject
ISSN:1598-1037, 1876-407X
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Shrnutí:As schools have become ethnically, culturally, and linguistically diversified, multicultural mathematics education is emerging as the paradigm of school mathematics reform. When considering that an enacted curriculum is a set of beliefs put into action by a teacher, it is important to understand teachers’ beliefs for the successful implementation of multicultural mathematics education. From this perspective, this research analyzed mathematics teachers’ narratives to describe the multicultural transformation of their beliefs about mathematics as a school subject in the context of a multicultural mathematics teacher education course. The analysis shows that through the course participation, the teachers came to see mathematics as a cultural construct and challenged the Eurocentric perspective of mathematics. This change facilitated the teachers to seek ways to make school mathematics inclusive and equitable. The analysis also revealed the teachers’ contradicting beliefs, which led them to engage in dialogues for collective reflection to nurture their narratives of multicultural mathematics education. The results of this research imply that a multicultural teacher education program should be extended into a community to support teachers’ lifelong learning within a collaborative network of sharing and nurturing their narratives by integrating theory and practice about multicultural mathematics education.
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ISSN:1598-1037
1876-407X
DOI:10.1007/s12564-024-09986-x