Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs.
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| Title: | Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs. |
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| Authors: | Xenofontos, Constantinos1 xenofontos.c@unic.ac.cy |
| Source: | Journal of Urban Mathematics Education. Jul2016, Vol. 9 Issue 1, p94-116. 23p. |
| Subject Terms: | *Instructional systems, *Integrated learning systems |
| Abstract: | In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 117081470 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xenofontos%2C+Constantinos%22">Xenofontos, Constantinos</searchLink><relatesTo>1</relatesTo><i> xenofontos.c@unic.ac.cy</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Urban+Mathematics+Education%22">Journal of Urban Mathematics Education</searchLink>. Jul2016, Vol. 9 Issue 1, p94-116. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Integrated+learning+systems%22">Integrated learning systems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=117081470 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21423/jume-v9i1a263 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 94 Subjects: – SubjectFull: Instructional systems Type: general – SubjectFull: Integrated learning systems Type: general Titles: – TitleFull: Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xenofontos, Constantinos IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 21512612 Numbering: – Type: volume Value: 9 – Type: issue Value: 1 Titles: – TitleFull: Journal of Urban Mathematics Education Type: main |
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