Successful minority pedagogy in mathematics: US and Japanese case studies

Abstract

This study examines best practices in teaching mathematics to minority students through two case studies conducted at high-minority junior high schools in the USA and Japan. Observations, interviews, and conversations with the teachers in both countries focused on the research question: how do teachers successfully teach mathematics to minority students? Moses' Five-step Approach was used as a framework for understanding mathematics teaching. Findings from these case studies reveal that despite many differences in their educational systems, distinct similarities existed between US and Japanese pedagogy when teaching minority populations including: (1) building upon students' prior experiences by using multisensory methods before teaching abstract concepts and rules; (2) using familiar, everyday words before introducing academic language; (3) integrating literacy throughout instruction; (4) guiding students to become critical thinkers through an inquiry process; and finally (5) developing trusting relationships with students and peers within a caring community.

Development and validation of remediated learning material in mathematics 6

“…They further mentioned that to facilitate the learning process, instructional media are used as aids, classified as speaking-listening media, reading-writing media and computer-based instruction. In a similar fashion, Catbagan (2015) also developed an Activity Manual in Number and Number Sense. Results showed that the developed activity manual was found to be acceptable and valid, hence can serve the purpose for which it was intended for.…”

“…On the same subject, Catbagan (2015) also developed an Activity Manual in Mathematics 1. Her validated activity manual has the following components: learning objectives; illustrative examples; and a series of reinforcement exercises for each skill area.…”

Integrated approach to education management: Innovative strategies and methods in combining pedagogy and management in a modern school

“…Source: Authors' own study based on (Ahn et al, 2015;(Khan & Law, 2015;Alisov et al, 2020;Hofstein, Eilks, & Bybee, 2011).…”

An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students

“…Researchers have examined different aspects of teachers' instructional practice in order to learn how to support the mathematical learning of EBs (de Araujo et al, 2018) including providing linguistic support (Echevarria, Vogt, & Short, 2010), applying nonverbal activities (Ahn et al, 2015;Fernandes, 2012;Morales, Khisty, & Chval, 2003), utilizing visuals with mathematical information (I & Stanford, 2018) and integrating students' culture and previous experiences (Aguirre et al, 2013;Lipka, Sharp, Adams, & Sharp, 2007). Campbell et al (2007) proposed a model specific to the use of problem solving with EBs.…”