scholarly journals The study of multicultural education for preservice teachers in Gangwon-do who major in mathematics education

2013 ◽  
Vol 52 (3) ◽  
pp. 379-398
Author(s):  
Ju-Mok Oh
1984 ◽  
Vol 21 (1-6) ◽  
pp. 137-139
Author(s):  
Roger G. Olstad ◽  
Clifford D. Foster ◽  
Richard M. Wyman

1982 ◽  
Vol 29 (6) ◽  
pp. 42-45
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick

Problem solving! Problem solving! Problem solving! Wherever mathematics teachers turn today, they are confronted by these two words, whether it be when reading NCTM's An Agenda for Action, current educational sections of their newspapers, professional journals, or when attending a mathematics education conference. In fact, at the annual NCTM meeting in St. Louis approximately 20 percent of the sections had problem solving in either the description or the title of the talk.


2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.


2021 ◽  
Vol 17 (27) ◽  
pp. 324
Author(s):  
Yvette Pierre ◽  
Nirmaljit K. Rathee ◽  
Vikramjit S. Rathee

For the past decade, schools at all grade levels in United States continue to consist of students who belong to different culture, and hence the need for culturally competent teachers to address the culturally diverse needs of the students is at its highest peak. One of the ways to impart the attributes of cultural competency to preservice teachers, who will become future teachers, to focus on culturally relevant coursework. This study was carried out via an undergraduate multicultural education course which focused on imparting cultural attitude awareness and cultural knowledge attributes of cultural competency to the students. The influence of this course on these attributes of the students was investigated through a Cultural Competence Survey. The results of this study indicate that experiential and practical aspect of multicultural education has a positive impact on increasing the cultural attitude awareness of the students. It is, hence, a focused, experiential, and practical multicultural education coursework to train culturally competent next generation of teachers.


Author(s):  
Valentina Migliarini ◽  
Subini Annamma

Strategies for behavioral management have been traditionally derived from an individualistic, psychological orientation. As such, behavioral management is about correcting and preventing disruption caused by the “difficult” students and about reinforcing positive comportment of the “good” ones. However, increased classroom diversity and inclusive and multicultural education reform efforts, in the United States and in most Western societies, warrant attention to the ways preservice teachers develop beliefs and attitudes toward behavior management that (re)produce systemic inequities along lines of race, disability, and intersecting identities. Early-21st-century legislation requiring free and equitable education in the least restrictive environment mandates that school professionals serve the needs of all students, especially those located at the interstices of multiple differences in inclusive settings. These combined commitments create tensions in teacher education, demanding that educators rethink relationships with students so that they are not simply recreating the trends of mass incarceration within schools. Disability Critical Race Theory (DisCrit) shifts the questions that are asked from “How can we fix students who disobey rules?” to “How can preservice teacher education and existing behavioral management courses be transformed so that they are not steeped in color evasion and silent on interlocking systems of oppression?” DisCrit provides an opportunity to (re)organize classrooms, moving away from “fixing” the individual—be it the student or the teacher—and shifting toward justice. As such, it is important to pay attention not only to the characteristics, dispositions, attitudes, and students’ and teachers’ behaviors but also to the structural features of the situation in which they operate. By cultivating relationships rooted in solidarity, in which teachers understand the ways students are systemically oppressed, how those oppressions are (re)produced in classrooms, and what they can do to resist those oppressions in terms of pedagogy, curriculum, and relationship, repositions students and families are regarded as valuable members. Consequently, DisCrit has the potential to prepare future teachers to create a learning environment that encourages positive social interactions and active engagement in learning focused on creating solidarity in the classroom instead of managing. This results in curriculum, pedagogy, and relationships that are rooted in expansive notions of justice. DisCrit can help preservice teachers in addressing issues of diversity in the curriculum and in contemplating how discipline may be used as a tool of punishment, and of exclusion, or as a tool for learning. Ultimately, DisCrit as an intersectional and interdisciplinary framework can enrich existing preservice teachers’ beliefs about relationships in the classroom and connect these relationships to larger projects of dismantling inequities faced by multiply marginalized students.


2019 ◽  
Vol 13 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Zeki Arsal

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.


Author(s):  
Efren O. Miranda Zepeda ◽  
Judith Flores Carmona

Diversity in contemporary classrooms (across class, race, gender, and other social identity groups) is here to stay. Social justice education is a viable alternative to reach out to all participants with equity towards construction of democracy. In this chapter, the authors share about their co-teaching experience in a required Multicultural Education course for pre-service teachers where a social justice framework guided their work. They expand on the course objectives and their social justice aims. They describe how their praxis was conducive to building community in the classroom and being with each other. They expose and explore, however, a misalignment between theory and praxis surrounding social justice education when preservice teachers transition from teacher preparation programs to their own classrooms as practicing teachers. They describe through the concrete experience of one of the authors how practicing teachers are faced with different particular variables that may hinder the full realization of a social justice approach to education.


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