Integrating Multicultural Children's Math Books Into Kindergarten Through Sixth-Grade Classrooms: Preservice Teachers' Reflections

Harding, Jenni; Hbaci, Ilham; Loyd, Stacy; Hamilton, Boni

doi:10.1080/08878730.2017.1358784

Cited by 11 publications

(7 citation statements)

References 34 publications

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“…In previous studies (Loyd, 2015;Harding, 2017), the authors have reported on what pre-service teachers gained from their microteaching experiences. What is new from this study is the effect of using transcription as a reflection technique.…”

Section: Resultsmentioning

confidence: 99%

“…Through reflective practice, pre-service teachers become "potential generators of the new knowledge about teaching" (Zeichner, 1996, p. 226) "appropriating the position of holders of knowledge, resituating the authority of knowledge away" from their educator mentors to "within themselves and their own experience" (Moran, 2007, p. 421). Pre-service teachers participating in this study gained knowledge of how to teach with, reflect on, and utilize multicultural math picturebooks (MMPs) to make decisions regarding teaching mathematics to children with different abilities, interests, cultures, and needs (Harding, 2017;Harding-DeKam, 2014).…”

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confidence: 99%

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Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on Their Own Teaching

Harding

Hbaci

Hamilton

et al. 2020

Journal of Education

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This research explores the experience of 81 elementary pre-service teachers who transcribed their microteaching lessons during a university mathematical methods course. Pre-service teachers were required to plan and teach mathematics lessons. They audio-recorded their teaching, transcribed the recordings, wrote guided reflections, and conversed with the professor to identify areas of strength and growth in their teaching. The following themes were identified: transcription as noticing events, transcription as noticing presentation, benefits of transcription, transcription as a reflective practice, and audio-recording and transcription recommendations. Transcriptions may be effective tools for reflecting about teaching.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on Their Own Teaching

Harding

Hbaci

Hamilton

et al. 2020

Journal of Education

Self Cite

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“…Each session included scientific studies conducted with the pre-service and inservice teachers in the literature, the characteristics of the lessons integrated with children's literature based upon practical/wise knowledge and experience. Teacher education programs for the integration of mathematics teaching and children's literature recommend to model and discuss different ways of integration, and to offer the opportunity to observe an integrated mathematics lesson by asking pre-service teachers to prepare lesson plans in which they experience different ways of integration (Harding et al, 2017). All studies were conducted within the scope of this study except for the observation of a real class in which the integration was applied.…”

Section: The Course Structurementioning

confidence: 99%

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Durmaz

2022

Kuramsal Eğitimbilim

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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

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“…According to Gay (2002), five practices characterize culturally responsive teachers: 1) acquiring knowledge about cultural diversity; 2) including cultural diversity content in the curriculum; 3) taking cultural diversity into account in delivering instruction; 4) fostering learning communities; and 5) communicating with ethnically diverse students. This is manifested concretely by: the interest that teachers take in their students’ origins; their use of teaching materials, books, and activities reflecting students’ cultural realities; their enjoyment of working in a multicultural context; and an active pursuit of exposure to cultural diversity in their personal life (Grant & Sleeter, 2008; Harding et al, 2017; Pohan & Aguilar, 2001; Stanley, 1996). Culturally responsive teachers also use the characteristics and perspectives of ethnically diverse students to situate the teaching within their frames of reference, in order to provide meaningful instruction (Gay, 2002).…”

Section: Brief Literature Reviewmentioning

confidence: 99%

Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction

Tardif‐Grenier

Goulet

Archambault

et al. 2022

Journal of Education

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Teachers’ professional satisfaction promotes students’ educational success. Studies have shown that teaching in a context of high cultural diversity may affect teachers’ level of satisfaction (e.g., satisfaction with students, perceived warmth in the teacher–student relationship, sense of efficacy). This longitudinal study conducted among 69 Canadian elementary school teachers found that those who reported more openness to their students’ cultural diversity presented a more positive perception of students and reported greater warmth in their relationships with students but experienced a lower sense of professional efficacy. This study highlights the importance of teachers’ openness to cultural diversity, an understudied variable.

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Integrating Multicultural Children's Math Books Into Kindergarten Through Sixth-Grade Classrooms: Preservice Teachers' Reflections

Cited by 11 publications

References 34 publications

Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on Their Own Teaching

Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on Their Own Teaching

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction

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