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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Vydáno v:	Asia Pacific education review Ročník 26; číslo 2; s. 473 - 492
Hlavní autoři:	Song, Ryoon-Jin, Ju, Mi-Kyung
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.06.2025 Springer Nature B.V 교육연구소
Témata:	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
On-line přístup:	Získat plný text
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