Examining Mathematics Teachers’ Perception Toward Multicultural Education: Teachers’ Noticing of Multicultural Contents in Mathematics Textbooks
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine mathematics teachers’ perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers’ attention toward multicultural content in a mathematics textbook. Then, we examined teachers’ interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that “multicultural education” referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.
Abstract
The purpose of this study was to examine mathematics teachers’ perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers’ attention toward multicultural content in a mathematics textbook. Then, we examined teachers’ interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that “multicultural education” referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.
참고문헌 (44)
- Bae, M. S., "Elementary mathematics textbook analysis from multicultural mathematics education perspective", Journal of Leaner-Centered Curriculum and Instruction, 17(17), pp.613~633 (2017)
- Banks, J. A., "Multicultural education : Issues and perspectives" (2010), Wiley
- Bennett, C. I., "Comprehensive multicultural education : Theory and practice" (2014), Pearson
- Brown, M. W., "Mathematics teachers at work: Connecting curriculum materials and classroom instruction", pp.17~36 (2009), Routledge
- Castro, A. J., "Themes in the research on preservice teachers’ views of cultural diversity : Implications for researching millennial preservice teachers", Educational Researcher, 39(3), pp.198~210 (2010)[DOI]
- 조수윤, "2015 개정 교육과정을 반영한 초등학교 1, 2학년 수학교과서에 나타난 다문화 교육", 초등수학교육, 21(1), pp.19~37 (2018), 한국수학교육학회[DOI]
- Cho, Y., ""Textbook as a contradictory melting-pot" : An analysis of multicultural content in Korean textbooks", Asia Pacific Journal of Education, 36(1), pp.111~130 (2016)[DOI]
- 최충옥, "경기도 초·중등 교사들의 다문화적 효능감에 대한 조사 연구", 시민교육연구, 39(4), pp.163~182 (2007), 한국사회과교육학회[DOI]
- Choy, B. H., "Snapshots of mathematics teacher noticing during task design", Mathematics Education Research Journal, 28(3), pp.421~440 (2016)[DOI]
- Creswell, J. W., "Research design : qualitative, quantitative, and mixed methods approaches" (2009), Sage publications
- Dietiker, L., "Curricular noticing : A framework to describe teachers’ interactions with curriculum materials", Journal for Research in Mathematics Education, 49(5), pp.521~532 (2018)
- Elo, S., "The qualitative content analysis process", Journal of Advanced Nursing, 62(1), pp.107~115 (2008)[DOI]
- Erickson, F., "Mathematics teacher noticing: Seeing through teachers’ eyes", pp.17~34 (2011), Routledge
- Gay, G., "The importance of multicultural education", Educational Leadership, 61(4), pp.30~35 (2004)
- Graneheim, U., "Qualitative content analysis in nursing research : concepts, procedures and measures to achieve trustworthiness", Nurse Education Today, 24(2), pp.105~112 (2004)
- Gutiérrez, R., "Multicultural curriculum: New directions for social theory, practice, and policy", pp.199~219 (2000), Routledge
- Gutiérrez, R., "Equity in discourse for mathematics education", pp.17~33 (2012), Springer
- Hachfeld, A., "Assessing teachers’ multicultural and egalitarian beliefs : the teacher cultural beliefs scale", Teaching and Teacher Education, 27(6), pp.986~996 (2011)
- Jacobs, V. R., "Professional noticing of children’s mathematical thinking", Journal for Research in Mathematics Education, 41(2), pp.169~202 (2010)
- Kim, G. E., "An analysis of multicultural contents in textbooks of elementary school: Focusing on 3rd -6th grade textbooks", Journal of Curriculum Integration, 11(1), pp.69~92 (2017)
- "A report of education statistics of South Korea" (2018)[URL]
- Korean Ministry of Education., "Elementary Mathematics textbook 5-1" (2014), Chunjae Education company
- Kymlicka, W., "Multicultural citizenship : A liberal theory of minority rights" (1995), Clarendon Press
- Ladson-Billings, G., "New directions for equity in mathematics education", pp.126~145 (1995), Cambridge University Press
- Lloyd, G. M., "Compendium for research in mathematics education", pp.244~272 (2017), National Council of Teachers of Mathematics
- Martin, D. B., "Researching race in mathematics education", Teachers College Record, 111(2), pp.295~338 (2009)
- McCarthy, C., "Multicultural approaches to racial inequality in the united states", Oxford Review of Education, 17(3), pp.301~316 (1991)
- Mitchell, R. N., "Examining the use of a structured analysis framework to support prospective teacher noticing", Journal of Mathematics Teacher Education, 18(6), pp.551~575 (2015)
- 모경환, "다문화 교사교육의 현황과 과제", 한국교원교육연구, 26(4), pp.245~270 (2009), 한국교원교육학회[DOI]
- Netemeyer, R. G., "Scaling procedures : Issues and applications" (2003), Sage Publications
- Parekh, B., "Rethinking multiculturalism : Cultural diversity and political theory", Ethnicities, 1(1), pp.109~115 (2001)
- Park, S. H, "The cognition of primary and secondary school teachers on multicultural education in Daegu", Korean Social Studies Association, 18(1), pp.1~17 (2011)
- Plaut, V. C., "Diversity science : Why and how difference makes a difference", Psychological Inquiry, 21(2), pp.77~99 (2010)[DOI]
- Remillard, J. T., "Examining key concepts in research on teachers’ use of mathematics curricula", Review of Educational Research, 75(2), pp.211~246 (2005)[DOI]
- Rousseau, C., "No time like the present : Reflecting on equity in school mathematics", Theory into Practice, 42(3), pp.210~216 (2003)
- Rubel, L. H., "Equity-directed instructional practices : Beyond the dominant perspective", Journal of Urban Mathematics Education, 10(2), pp.66~105 (2017)
- Schoenfeld, A. H., "Mathematics teacher noticing: Seeing through teachers' eyes", pp.223~238 (2011), Routledge
- Sherin, M. G., "Curriculum strategy framework : investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum", Journal of Curriculum Studies, 41(4), pp.467~500 (2009)
- Sleeter, C. E., "Mathematics, multicultural education, and professional development", Journal for Research in Mathematics Education, 28(6), pp.680~696 (1997)[DOI]
- Sleeter, C. E., "Handbook of research on teacher education", pp.559~582 (2008), Routledge
- Sleeter, C. E., "The Politics of the textbook", pp.78~110 (1991), Routledge
- Song, K. H., "Urban teachers’ beliefs on teaching, learning, and students : A pilot study in the United States of America", Education and Urban Society, 38(4), pp.481~499 (2006)
- Star, J. R., "Learning to observe : using video to improve preservice mathematics teachers’ ability to notice", Journal of Mathematics Teacher Education, 11(2), pp.107~125 (2008)
- van Es, E. A., "A framework for the facilitation of teachers’ analysis of video", Journal of Teacher Education, 65(4), pp.340~356 (2014)[DOI]