Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics

Alam, Ashraf; Mohanty, Atasi

doi:10.1080/02673843.2023.2270662

Cited by 27 publications

(12 citation statements)

References 99 publications

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“…For example, if a student is learning a less commonly taught language such as Swahili, ChatGPT could help him/her explore literature related to this language. This approach aligns with the goals of foreign literature education which aims to equips the students with the needed skills, attitudes, and opportunities for success in a diverse and complex world (Alam & Mohanty, 2023).…”

Section: Potential Roles Of Chatgpt In Teaching and Learningmentioning

confidence: 94%

“…This is in line with Byram's model of intercultural communicative competence which emphasizing the importance of understanding and respecting multiculturalism (Thayyib et al, 2023). In an increasingly diverse world, such skills are essential for the holistic development of the students (Alam & Mohanty, 2023).…”

Section: Specific Skills In Foreign Language Literature Analysis That...mentioning

confidence: 99%

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AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Chen,

Gao,

Tang

et al. 2024

EJCEEL

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This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

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Section: Potential Roles Of Chatgpt In Teaching and Learningmentioning

confidence: 94%

Section: Specific Skills In Foreign Language Literature Analysis That...mentioning

confidence: 99%

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Chen,

Gao,

Tang

et al. 2024

EJCEEL

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“…Three areas of research inform this study: cross-cultural attitudes of giftedness, the influence of spiritual beliefs and gendered attitudes, and the impact of teachers’ cultural beliefs and attitudes on pedagogical approaches. Recent studies further highlight the effect of cross-cultural attitudes on giftedness development and recognition across different societies, exploring how socio-cultural factors shape global gifted education (Alam & Mohanty, 2023; Nguyen et al, 2013). For example, a United States study explored how cultural attitudes influence educators' perspectives on gifted students’ development (Antoun et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mathematics and science teachers’ cultural beliefs about giftedness and gifted students’ education in Ghana

Allotey,

Watters,

King

et al. 2024

Gifted Education International

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This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers’ beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students’ development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape.

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“…The curriculum was developed based on the principles of ISSN:2722-1326  Analysis of Teachers' Ethnolinguistic Knowledge at Primary School in Pemayung District…(Medinal Ikhsan) 29 curriculum development [2]. One of the principles in development curriculum that is curriculum developed according to the unique cultural content of each region [3]. Optimally, a curriculum should contain a body of cultural content that has the potential for the realization of the goals (The curriculum must contain cultural content that has the potential to realize the objectives).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers' Ethnolinguistic Knowledge at Primary School in Pemayung District

Ikhsan,

Amalina,

Munasinghe

et al. 2024

Ind. Jou. Edu. Rsc

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Purpose of the study: This study aims to determine the knowledge of class teachers about ethnolinguistics and ethnolinguistics in Elementary school at Pemayung sub-district, Pemayung, knowing strategies or knowing the strategies or ways teachers implement ethnolinguistics and the obstacles experienced by teachers in implementing ethnolinguistics in learning the Pemayung sub-district Elementary School. Methodology: This research also uses qualitative methods. This data was collected using interview techniques. Apart from that, it's high class. This data was collected using interview techniques. Apart from that, document analysis is used in the form of lesson plans which are used by teachers to complement document analysis in the form of lesson plans which are used by teachers to complete and strengthen data from questionnaires and interviews so that research results can be more and strengthen data from questionnaires and interviews so that research results can be more credible/trustworthy. Main Findings: the results obtained from the questionnaire data of 18 respondents show that for the category of high ethnolinguistic knowledge there were 4 out of 18 teachers with a percentage of 22.2%, medium 55.6% with a total of 10 out of 18 teachers, low as many as 4 out of 18 teachers with percentage 22.2%. This shows that elementary school teachers in Pemayung subdistrict have dominant ethnolinguistic knowledge in the medium category with a percentage of the medium category, by 55.6% that is as much 10 of 18 person Teacher. Novelty/Originality of this study: The research makes a new contribution to the field of education by exploring in depth teachers' understanding of the relationship between language, culture and the learning process. This research opens the door to a more comprehensive understanding of how ethnolinguistic factors influence learning approaches at the primary level, particularly in diverse cultural contexts in Pemayung Regency.

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Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics

Cited by 27 publications

References 99 publications

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Mathematics and science teachers’ cultural beliefs about giftedness and gifted students’ education in Ghana

Analysis of Teachers' Ethnolinguistic Knowledge at Primary School in Pemayung District

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