Co-construction of Culturally Responsive Mathematics Teaching: The Case Study of a Junior High School Class in Taiwan
With the trend on multicultural education, learners’ empowerment is expected to be promoted by culturally responsive teaching at the classroom level. This research focuses on the understanding of operating culturally responsive mathematics teaching in a multi-ethnic junior-high-school classroom in northern Taiwan. This two-year case study used multiple methods to collect research data, including participant observation, interviews and document analysis. The author links the research findings with the following questions. After setting “towards fairness and justice” for the classroom-exclusive “new” mathematics teaching objectives, the teacher and students strived to support new immigrant children to learn mathematics using their “mother culture” as a bridge. All of them strived on the basis of “cultural differences” such as ethnicity, languages, social classes, life experiences under different cultural contexts and social constructivism with “critical literacy” to deal with the transformation of mathematics curriculum and instruction. Simultaneously, Pan Han students also show diverse levels of subjectivity. Through continuous reflection and practice, the teacher and students gradually build up the prototype of culturally responsive mathematics teaching model at the classroom level.
|關鍵詞||文化回應教學、批判識讀、新移民、culturally responsive teaching、critical literacy、new immigrant|