Çokkültürlü Sınıflarda Matematik Eğitimi: Öğretmen Uygulamaları Üzerine Bir İnceleme

Abstract

Turkey is currently located at the center of mass migration as the number of refugee 6 children at K-4 levels in public schools is now around 700,000. This demographic change in public school contexts requires in-service teachers to develop new ways to employ inclusive educational practices. In this study, we investigated the mathematics teaching practices of a group of teachers who participated in a two-year research and development project titled GÖÇ-MAT. Embracing a socio-cultural theoretical orientation, we used classroom videos recorded by teachers to examine their processes of teaching mathematics in their culturally and linguistically diverse classrooms with respect to the practices studied in GÖÇ-MAT. Our analysis showed that teachers developed varying levels of awareness on the integration of play, collaborative methods, multiple representations of mathematics, and drawing on students' cultural backgrounds when teaching mathematics. While we saw many examples of collaborative methods and multiple representations of mathematics, integrating play and making curricular connections with students' cultural backgrounds appeared less. Overall, in this article, we provide a mathematics teaching framework that potentially responds to the needs of diverse children. We conclude the article to motivate other educators and professionals to draw on lessons learned in GÖÇ-MAT in creating professional learning programs for in-service teachers.