Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education

Ferner, Bernd

doi:10.15760/etd.1097

Cited by 3 publications

(4 citation statements)

References 48 publications

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“…In addition, teachers pointed out that they use demonstration in geometry teaching because this is the same way they were taught. This finding is in line with Ferner's (2013) observation that teachers teach in the same manner they were taught. Therefore, we can argue that the teaching methods teachers encountered during their training were passed on to their classroom practices.…”

Section: Teacher-centered Approachessupporting

confidence: 90%

In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Sunzuma

Maharaj

2020

Bolema

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Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.

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Section: Teacher-centered Approachessupporting

confidence: 90%

In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Sunzuma

Maharaj

2020

Bolema

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“…Ethnomathematics approaches fit well within the social constructivist theory of having learners construct understanding and knowledge through what they have previously learned and been exposed to before (Brandt & Chernoff, 2015). Ethnomathematics approaches subscribe to the social constructivist view that emphasises a situated and contextualised teaching and learning process (Ferner, 2013). In a geometry classroom guided by social constructivism, learners are encouraged to solve problems that resemble those in the real-life situations.…”

Section: Social Constructivist Theoretical Frameworkmentioning

confidence: 99%

“…Consistent with social constructivist theory, learners first obtain cultural geometry concepts from their environment, which in reality mediates the learners' social beliefs and notions, and continue to attain and solidify their acquired knowledge in schools. Ethnomathematics approaches are grounded in the social situation of the learner; therefore, they are based on the life experience of the learner and rely on the theory of social constructivism (Ferner, 2013).…”

Section: Social Constructivist Theoretical Frameworkmentioning

confidence: 99%

Teacher-related Challenges Affecting the Integration of Ethnomathematics Approaches into the Teaching of Geometry

Sunzuma

Maharaj

2019

EURASIA J MATH SCI T

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Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacherrelated challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and focus-group discussions in which 40 in-service mathematics teachers expressed their views on the challenges that affect the integration of ethnomathematics approaches into the teaching of geometry. Major challenges included lack of knowledge on ethnomathematics approaches and how to integrate these approaches into the teaching of geometry; teachers' lack of geometry content knowledge, teachers' views of geometry taught in schools, teachers' competence in teaching geometry, teaching and professional experience as well as resistance to change by teachers. The study recommends that teacher training institutions need to redesign their curricula to include ethnomathematics approaches and that there is need for in-service training on ethnomathematics approaches.

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“…While the constructs of humanization and humanizing pedagogy have been widely researched (Author, year), there is a dearth of research related to defining, operationalizing, assessing, and developing humanizing dispositions. A systematic literature review reveals nine sources related to the term humanizing dispositions: one book (Kirylo, 2014), two book chapters (Author, year; Author, year), and six dissertations (Ferner, 2013;Pedro, 2016;Rambo, 2013;Whitrock, 2012;Vogel, 2014;Zenkert, 2013). Only one of these sources, Kirylo, is independent of the seminal work by Author (year).…”

Section: The Need For Humanizing Dispositionsmentioning

confidence: 99%

"Walk It Like I Talk It": A Framework for Developing Humanizing Dispositions in Teacher Education

Salazar¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Schools are a microcosm of a society; thus, dehumanization abounds in the spaces of schooling (Darling-Hammond, 2017;Rogers et al., 2017). This dismal reality makes the impetus toward rehumanization (Author, year) in education more vital than ever. Teacher educators can foster humanization in education by developing pre-service teachers' humanizing dispositions, or "beliefs and actions that advance the dignity, humanity, and development of culturally and linguistically diverse learners" (Author, year, p. 29). Scholars emphasize the importance of conceptualizing dispositions as beliefs and actions (Caroll, 2012;Villegas, 2007;Zenkert, 2013).Thus, developing dispositions hinges on a teacher's ability to, in the words of hip hop artists Migos, "Walk it like I talk it" (Marshall et al., 2018). This imperative corresponds with the teachings of Freire (1970) who declares that action and reflection can transform the world.The purpose of this paper is to examine the development of humanizing dispositions through a multiple regression analysis of five theoretically based contributing variables delineated in a framework for teaching known as the Framework for Equitable and Excellent Teaching (FEET). See Appendix A. The research question is: How do the observed variables of lovingness, acceptance, hope, courage, and advocacy contribute to the latent trait of humanizing disposition in pre-service teachers? Based on a sample of 230 pre-service teachers, the variables were tested using a multiple regression analysis to examine relationships among the variables and the latent trait. Findings reveal a path diagram (Appendix C) that illustrates the effects of the variables on the development of humanizing dispositions. This research is significant to the field in that it provides a framework for developing humanizing dispositions in pre-service teaching.

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Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education

Cited by 3 publications

References 48 publications

In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Teacher-related Challenges Affecting the Integration of Ethnomathematics Approaches into the Teaching of Geometry

"Walk It Like I Talk It": A Framework for Developing Humanizing Dispositions in Teacher Education

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