Exploring Implementation of Multicultural Mathematics Education in Northern Thai Classrooms

Jun-on, Nipa; Kim, Rae Young

doi:10.22251/jlcci.2019.19.21.693

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the 2008 Thailand Basic Education Core Curriculum aims to enhance all learners' capacity, who constitute the country's primary force, "to attain balanced development in all respects-physical strength, knowledge, and morality" (Ministry of Education, 2008, p.4). Thai students will "fully realize their commitment and responsibilities as Thai citizens and members of the world community" (Ministry of Education, 2008, p.4), stating the paradox in multicultural education perspective since assimilation as Thai citizens conflicts with diversity among members of the world community and does not respect students' identity, especially students from ethnic minority groups (Jun-on & Kim, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…As a consequence of feeling mediocre or lower grades from the marginalization in formal education, students from minority groups, especially from ethnic groups being different from the central Thai ethnicity and low socioeconomic status, suppose that they ought to proceed with career choices to improve their social status (Arphattananon, 2012;Arphattananon, 2018;Jun-on & Kim, 2019;Nawarat, 2018). Prominently, mathematics is essential in advancing students and career choices and functions as a filter to form a social hierarchy.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-service Mathematics Teachers’ Multicultural Mathematics Competency: A Case of a University in Northern Thailand

Jun-on

Suparatulatorn

2023

Asia Social Issues

View full text Add to dashboard Cite

This study aimed to explore pre-service mathematics teachers’ perceptions of their strengths and deficiencies in dealing with students from diverse mathematics cultural backgrounds. The pre-service mathematics teachers in the final year at a university located in Northern Thailand were participants. The survey and focus group interview were manipulated to attain more profound confirmation about how the pre-service mathematics teachers performed in their diverse mathematics classrooms. The pre-service mathematics teachers’ strengths and deficiencies were represented and divided into the affective, cognitive, and psychomotor domains. Their strengths included 1) consciousness about the multicultural processes, 2) acknowledgment of students’ sources of resistance, and 3) possession of a feedback cycle for dealing with diverse mathematics classrooms. Nevertheless, it was found their deficiencies, including 1) unawareness of multicultural diversity through many perspectives, 2) limited knowledge to handle irrelevant students’ culture, and 3) lack of skills to respond to a problem existing such as time limits. The implication included that pre-service mathematics teachers should have the opportunity to 1) interact with other different cultural mathematics backgrounds, 2) study more content courses about multicultural mathematics, and 3) engage in various activities involving multiculturalism and be exposed to multicultural instruction courses.

show abstract

Section: Introductionmentioning

confidence: 99%