“We Had not Dared to do that Earlier, but now we See that it Works”: Creating a culturally responsive mathematics exam

2016 ◽  
Vol 12 (4) ◽  
pp. 411-424
Author(s):  
Anne Birgitte Fyhn ◽  
Ylva Jannok Nutti ◽  
Kristine Nystad ◽  
Ellen J. Sara Eira ◽  
Ole Einar Hætta
Keyword(s):  
Mathematics Teachers ◽  
Research Agenda ◽  
Culturally Responsive ◽  
Self Determination ◽  
Indigenous Research ◽  
Research Project ◽  
Audio Recordings ◽  
Role Of Teachers ◽  
Controlling Behaviour

This paper describes two Sámi mathematics teachers’ development of an innovative instructional practice. Having recognized that Norway's national written exam disadvantaged their students, the teachers developed and established a culturally responsive local oral mathematics exam as part of a five-year research project that took place between 2010 and 2015 in Guovdageaidnu, Norway. The aim of the paper is to illuminate the role of teachers’ autonomy in the process towards Indigenous educational self-determination. We analyse the teachers’ development from a state of recovery to a state of self-determination with respect to a framework consisting of (a) the four states in Smith's (2012) Indigenous research agenda: survival, recovery, development and self-determination; and (b) Deci and Ryan's (2012) distinction between supporting autonomy and controlling behaviour. The teachers’ development of a culturally responsive mathematics exam reflects their development towards self-determination. We draw on data consisting of audio recordings and handwritten notes from meetings between the teachers and researchers.

Commentary on ‘Opportunities and Challenges of Engaged Indigenous Scholarship’ (Van de Ven, Meyer, & Jing, 2018)

2018 ◽  
Vol 14 (3) ◽  
pp. 463-466 ◽  
Author(s):  
Anne S. Tsui
Keyword(s):  
Research Design ◽  
Research Question ◽  
Primary Factor ◽  
Local Context ◽  
Indigenous Research ◽  
Chinese Firms ◽  
Research Project ◽  
Chinese Management

The mission ofManagement and Organization Review, founded in 2005, is to publish research about Chinese management and organizations, foreign organizations operating in China, or Chinese firms operating globally. The aspiration is to develop knowledge that is unique to China as well as universal knowledge that may transcend China. Articulated in the first editorial published in the inaugural issue of MOR (2005) and further elaborated in a second editorial (Tsui, 2006), the question of contextualization is framed, discussing the role of context in the choices of the research question, theory, measurement, and research design. The idea of ‘engaged indigenous research’ by Van de Ven, Meyer, and Jing (2018) describes the highest level of contextualization, with the local context serving as the primary factor guiding all the decisions of a research project. Tsui (2007: 1353) refers to it as ‘deep contextualization’.

scholarly journals PERAN ETIKA PROFESI GURU MATEMATIKA DALAM MENGAHADAPI TANTANGAN ABAD 21

2021 ◽  
Vol 5 (2) ◽  
pp. 156
Author(s):  
Wahyu Wahyu ◽  
Wisnu Maulana ◽  
Muhammad Aidil Fitrisyah ◽  
Zulkardi Zulkardi ◽  
Novita Sari
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
Learning Process ◽  
Professional Ethics ◽  
Rapid Development ◽  
Mathematics Learning ◽  
The World ◽  
Role Of Teachers ◽  
Changing Times

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan peran guru matematika dalam menghadapi tantangan abad 21 yang semakin besar. Perkembangan dunia telah memasuki abad 21 yang dimana persaingan dalam dunia semakin  ketat  dan  tidak  terlepas  dari  perkembangan  teknologi  yang  semakin  pesat.  Dalam  menghadapi tantangan abda 21 guru matematika dituntut profesional di bidangnya, dimana pada abad 21 guru matematika dituntut dalam kompetensi karakter, keterampilan dan literasi dalam menciptakan sebuah pembelajaran. Hal tersebut merupakan sebagai tanggung jawab guru  matematika dalam  mempersiapkan siswa  agar  mimiliki kemampuan kolaborasi, berpikir kritis, kreatif, dan komunikatif. Selain itu peran guru pada abad 21 saat ni telah bergeser,  peran  guru  menjadi  fasilitator,  motivator,  nilai-nilai  karakter,  dan  inspirator.  Selain  itu  guru matematika diera abad 21 ini dituntut untuk menguasai iptek dan mampu memanfaatkannya dalam proses pembelajaran. Sehingga  kemampuan  guru  terus  berkembang  sebagai  bentuk  kesiapan  dalam  menghadapi perubahan zaman yang silih berganti. Kata kunci :Etika profesi, kecakapan abad 21, pembelajaran matematika. ABSTRACTThis study aims to describe the role of mathematics teachers in facing the growing challenges of the 21st century. The development of the world has entered the 21st century where competition in the world is getting tougher  and  cannot  be  separated  from  the  increasingly  rapid  development of  technology.  In  facing  the challenges of you, 21 mathematics teachers are demanded to be professionals in their fields, wherein 21 mathematics teachers are required to be competent in character, skill, and century literacy in creating learning. This is the responsibility of the mathematics teacher in preparing students to have the ability to collaborate, think critically, creatively, and communicate. In addition, the role of teachers in the 21st century has now shifted, the role of teachers as facilitators, motivators, character values, and inspirers. In addition, mathematics teachers in this 21st-century era are required to master science and technology and be able to use them in the learning process. So that the ability of teachers continues to develop as a form of readiness to face the changing times Keywords :Professional ethics, 21st-century skills, mathematics learning

Indigenous Research: Three Researchers Reflect on their Experiences at the Interface

2007 ◽  
Vol 36 (S1) ◽  
pp. 23-31 ◽  
Author(s):  
Deanne Minniecon ◽  
Naomi Franks ◽  
Maree Heffernan
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Standpoint Theory ◽  
Indigenous Research ◽  
Research Project ◽  
Cultural Interface ◽  
Research Questions ◽  
Torres Strait

AbstractUtilising Nakata’s (2007) description of the “cultural interface”, two Indigenous researchers and one non-Indigenous researcher examine their development of Indigenous research in and with Aboriginal and Torres Strait Islander communities conducted from within an institution of higher education. The authors reflect on their experiences in developing an Indigenous research project and use Indigenous standpoint theory as a device to explore these experiences. The framing of priorities and research questions, ethics processes, the treatment of project information or data, the managing of competing accountabilities, and the role of non-Indigenous researchers in Indigenous research are all explored in these reflections.

I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective

2020 ◽  
Vol 35 (1) ◽  
pp. 341-361
Author(s):  
Ahmad Raza Bilal ◽  
Tehreem Fatima ◽  
Khyzer Bin Dost ◽  
Muhammad Kashif Imran
Keyword(s):  
Work Engagement ◽  
Process Model ◽  
Subjective Evaluation ◽  
Self Determination ◽  
Multiple Mediation ◽  
Content Type ◽  
Teacher Student ◽  
Role Of Teachers ◽  
Students Satisfaction

PurposeStudents' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.Design/methodology/approachWe used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.FindingsThe results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.Originality/valueThis research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.

scholarly journals Decolonizing Methodologies

2003 ◽  
Vol 20 (3-4) ◽  
pp. 188-191
Author(s):  
Mohamed Aslam Haneef
Keyword(s):  
Indigenous Peoples ◽  
Social Issues ◽  
Self Determination ◽  
Indigenous Research ◽  
Edward Said ◽  
The West ◽  
Decolonizing Methodologies ◽  
Research Protocols ◽  
New Framework

Decolonizing Methodologies, by Maori educationist Linda Tuhiwai Smith, challenges the dominant western "frameworks of knowledge." Many of the concerns voiced in this book are shared by Muslims, who also have been colonized both physically and intellectually. Thus, there is something for Muslim scholars to learn in the attempts of others to address western disciplines of knowledge. Smith argues that from the vantage point of the colonized, the term research is inextricably linked to European imperialism and colonialism. She points to the system and framework of how European research was carried out, classified, and presented back to the West, and then, through the eyes of the West, back to the colonized, a process that Edward Said has called "Orientalism." The alternative is to address social issues of indigenous peoples within the wider framework of self-determination, decolonization, and social justice in order to create "indigenous research, indigenous research protocols and indigenous methodologies" that relate to indigenous priorities and problems. This new framework and approach requires a historical and critical analysis of the role of research in the indigenous world so that it can provide alternatives as to how we see knowledge and its social construction, as well as methodologies and the politics of research ...

scholarly journals Changing the role of non-Indigenous research partners in practice to support Inuit self-determination in research

2020 ◽  
Vol 6 (3) ◽  
pp. 127-153 ◽  
Author(s):  
K.J. Wilson ◽  
T. Bell ◽  
A. Arreak ◽  
B. Koonoo ◽  
D. Angnatsiak ◽  
...  
Keyword(s):  
Environmental Science ◽  
Research Capacity ◽  
Lessons Learned ◽  
Self Determination ◽  
Indigenous Research ◽  
Indigenous Participation ◽  
Alternative Research ◽  
Decolonizing Methodology ◽  
And Control

Efforts to date have not advanced Indigenous participation, capacity building and knowledge in Arctic environmental science in Canada because Arctic environmental science has yet to acknowledge, or truly practice decolonizing research. The expanding literature on decolonizing and Indigenous research provides guidance towards these alternative research approaches, but less has been written about how you do this in practice and the potential role for non-Indigenous research partners in supporting Inuit self-determination in research. This paper describes the decolonizing methodology of a non-Indigenous researcher partner and presents a co-developed approach, called the Sikumiut model, for Inuit and non-Indigenous researchers interested in supporting Inuit self-determination. In this model the roles of Inuit and non-Indigenous research partners were redefined, with Inuit governing the research and non-Indigenous research partners training and mentoring Inuit youth to conduct the research themselves. The Sikumiut model shows how having Inuit in decision-making positions ensured Inuit data ownership, accessibility, and control over how their Inuit Qaujimajatuqangit is documented, communicated, and respected for its own scientific merit. It examines the benefits and potential to build on the existing research capacity of Inuit youth and describes the guidance and lessons learned from a non-Indigenous researcher in supporting Inuit self-determination in research. Pinasuktaujut maannamut pivaallirtittisimangimmata nunaqarqaarsimajunik ilautitauninginnik, pijunnarsivallianirmik ammalu qaujimajaujunik ukiurtartumi avatilirinikkut kiklisiniarnikkut kanata pijjutigillugu ukiurtartumi avatilirinikkut kiklisiniarnikkut ilisarsisimangimmata, uvaluunniit piliringimmata issaktausimangittunik silataanit qaujisarnirmut. Uqalimaagait issaktausimangittunit silataanit ammalu nunaqarqaarsimajut qaujisarningit piviqartittikmata tukimuagutaujunnarlutik asiagut qaujisarnikkut, kisiani titirartauqattanginnirsaukmat qanuq pilirigajarmangaata ammalu ilautitauningit nunaqarqaarsimangittut qaujisarnirmut ikajurtuilutik Inuit nangminiq qaujisaqattarnirmut. Taanna titirarsimajuq uqausiqartuq issaktausimangillutik iliqusiujumik nunaqarqaarsimangittut qaujisartiujut ammalu saqittillutik ikajurtigiiklutik pigiartittinirmik, taijaujuq sikumiut aturtanga, inungnut ammalu nunaqarqaarsimangittunut qaujisartinut pijumajunut ikajurtuilutik Inuit nangminiq qaujisarnirmut. Tavani aturtaujumi piliriaksangit Inuit ammalu nunaqarqaarsimangittut qaujisartiujut tukisinarsititaullutik, Inuit aulattillutik qaujisarnirmik ammalu nunaqarqaarsimangittut qausartit ilinniartittillutik ammalu pilimmaksaillutik makkuktunik inungnik nangminiq qaujisarunnarniarmata. Sikumiunut aturtaujuq takuksaujuq qanuq Inuit aaqiksuijiullutik Inuit pisimajiuniarlutik tinngirartaujunik, takujaujunnarningit ammalu aulatauningit qanuq inuit qaujimajatuqangit titirartaukmangaata, tusaumajjutaukmangaata ammaluikpigijaulutik kiklisiniarnikkut atuutiqarninginnik. Takunangniujuq pivaalliutaujunnartunik ammalu pirurpalliagajartunik maanna qaujisarniujumik pijunnarsiqullugit makkuktut Inuit ammalu uqausiulluni tukimuagutaujunnartut ammalu ilitausimajut nunaqarqaarsimangittunit qausartinit ikajurtuilutik inuit nangminiq qaujisarnirmut.

Talking about composing in secondary school music lessons

2007 ◽  
Vol 24 (2) ◽  
pp. 165-178 ◽  
Author(s):  
Angela E. Major
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Research Study ◽  
Affective Response ◽  
Response Evaluation ◽  
Audio Recordings ◽  
School Music ◽  
Role Of Teachers ◽  
Video And Audio

This paper reports an action research study of teacher and pupil talk about composing. Data were collected through video and audio recordings of composition lessons in a secondary school. Qualitative analysis of the data led to the development of a ‘typology of pupil talk about composing’ which distinguishes between six main types: exploration, description, opinion, affective response, evaluation and problem solving. The results of the study suggest that as children engage and empathise affectively and acquire ownership of their work, they appear to be able to talk more confidently about it. As children make sense of their work, they may well be able to understand more than their talk reveals. The role of teachers in nurturing talk about composing work in the classroom is considered in relation to the findings. By designing appropriate composing tasks, they may be able to promote the development of more mature forms of evaluative talk in younger children, and of their critical listening and appraising skills. The development of more mature, ‘higher’ forms of evaluative talk in younger children might be promoted by teachers in designing composing tasks.

scholarly journals Use of Interactive Whiteboard in Teaching Mathematics for Sustainability and its Effect on the Role of Teacher

2019 ◽  
Vol 10 (1) ◽  
pp. 113-132
Author(s):  
Tamer Kutluca ◽  
Murat Yalman ◽  
Ali Tum
Keyword(s):  
Mathematics Teachers ◽  
Structured Interview ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Teaching Mathematics ◽  
Research Approach ◽  
Educational Approach ◽  
Training Support ◽  
Role Of Teachers

Abstract As interactive whiteboards have been used recently in secondary schools for sustainability, this study on use of interactive whiteboards is considered to be very important in terms of knowing the effects of interactive whiteboards on mathematics lessons, determining the perspectives of teachers as users of the system and increasing the efficiency of the attempts related to the use of interactive whiteboards. In this respect, the purpose of the study was to investigate the use of interactive whiteboard in teaching mathematics for sustainability and to examine its effects on the role of teachers. The qualitative research approach was adopted in the study as it tried to conduct a deep analysis of a situation. The study was conducted with eight secondary school mathematics teachers working in the province of Adiyaman in Turkey. The research data were collected using a semi-structured interview form developed by the researchers. Each interview lasted in a period of time ranging from 8 to 14 minutes. The data collected in the study were analyzed using descriptive analysis with a qualitative approach. In the study, the data were interpreted considering the following themes: “The changes created by interactive whiteboards in the process of teaching mathematics”, “The facilities provided by the system for mathematics teachers”, “The effects of using interactive whiteboards in teaching mathematics on the role of teachers”, “The preparations for using interactive whiteboards in teaching mathematics” and “Use of computer software with interactive whiteboards in teaching mathematics”. The results obtained in the study revealed that the teachers were not sufficiently informed or directed regarding the use of whiteboards in teaching mathematics or provided with in-service training support which they needed in relation to the use of interactive whiteboards especially in teaching mathematics. Current role of teachers existing in accordance with the constructivist educational approach has not changed with the use of interactive whiteboards in teaching mathematics, but this role has only become stronger. Furthermore, it was found that interactive whiteboards in mathematics classes are generally used for mathematical exercises.

Sign in / Sign up

Export Citation Format

Share Document