Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics

Xenofontos, Constantinos

doi:10.1080/0305764x.2014.987643

Cited by 14 publications

(8 citation statements)

References 36 publications

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“…The fact that only one teacher commented on mathematics learning through activities that do not involve the use of the national textbooks is not surprising. In the Cyprus Republic, the vast majority of mathematics teachers rely on the textbooks provided by the MoEC and do not easily deviate from them (Mullis, Martin, & Foy, 2008;Xenofontos, 2014a). Nevertheless, similar concerns about the need of specialized teaching materials for immigrant pupils were expressed in the past by teachers in Italy, Spain, and Portugal (Favilli et al, 2003).…”

Section: Xenofontos Greek-cypriot Elementary Teachersmentioning

confidence: 98%

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Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs

Xenofontos

2016

Journal of Urban Mathematics Education

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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.

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Section: Xenofontos Greek-cypriot Elementary Teachersmentioning

confidence: 98%

“…More specifically, the participants were encouraged to share stories of their lives as mathematics teachers of immigrant pupils. In a previous article, I discuss findings from the same project addressing how teachers view their immigrant pupils as learners of mathematics (Xenofontos, 2015).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs

Xenofontos

2016

Journal of Urban Mathematics Education

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“…Βασισμένo σε έρευνα μικρής κλίμακας, η οποία εξετάζει τις πεποιθήσεις Ελληνοκύπριων δασκάλων για τη διδασκαλία και τη μάθηση των μαθηματικών σε γλωσσικά και πολιτισμικά ποικιλόμορφα περιβάλλοντα, το άρθρο αυτό συνοψίζει τη δουλειά που έχει δημοσιευτεί σε προηγούμενα άρθρα (βλέπε Ξενοφώντος, 2014;Ξενοφώντος & Παπαγεωργίου, 2015;Xenofontos, 2015Xenofontos, , 2016, παρέχοντας απαντήσεις στα εξής ερευνητικά ερωτήματα:…”

Section: εισαγωγήunclassified

Πεποιθησεις Κυπριων Δασκαλων Για Τη Διδασκαλια Και Μαθηση Των Μαθηματικων Σε Γλωσσικα Και Πολιτισμικα Ποικιλομορφα Περιβαλλοντα

Ξενοφώντος¹

2017

ΕNEΔIM

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Το άρθρο αυτό παρουσιάζει και συζητεί ευρήματα από μία έρευνα μικρής κλίμακας, βασισμένη σε συνεντεύξεις με Ελληνοκύπριους δασκάλους, που διδάσκουν μαθηματικά σε σχολεία με υψηλά ποσοστά μαθητών μεταναστευτικής προέλευσης. Στην έρευνα συμμετείχαν 16 εκπαιδευτικοί από τρία γειτονικά αστικά σχολεία. Οι αναλύσεις των ποιοτικών δεδομένων έφεραν στην επιφάνεια τις πεποιθήσεις των συμμετεχόντων γύρω από τρεις θεματικές: (α) την ανταπόκριση των παιδιών μεταναστευτικής προέλευσης στο μάθημα των μαθηματικών, (β) τις αυτοαναφερόμενες διδακτικές πρακτικές και (γ) τις επαγγελματικές ανάγκες των συμμετεχόντων.

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“…Specifically, we seek answers to the following research question: "What are Scottish teachers' perceptions of marginalization in school mathematics". Examining such perceptions is of high importance, as they influence how teachers make sense of diverse classrooms and how they actively support pupils from marginalized backgrounds (Fean, 2012;White & Murray, 2016;Xenofontos, 2015Xenofontos, , 2016.…”

Section: Introductionmentioning

confidence: 99%

“They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics

Xenofontos

Alkan

2022

EURASIA J Math Sci Tech Ed

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In recent years, many studies have highlighted significant differences between the mathematical performances of white middle-class boys and several other groups of children with other demographic characteristics. The ways teachers perceive marginalization influence how they make sense of diverse classrooms and how they can actively support pupils from marginalized backgrounds. Discussions about who is marginalized in school mathematics vary across different countries. In Scotland, not least at the level of policymaking, marginalization is typically associated with social class and children's socioeconomic backgrounds. The main aim of this paper is to explore Scottish teachers' perceptions of the roots of marginalization in school mathematics. Participants were 29 teachers from different school levels (eight early-years, 11 primary, and 10 secondary teachers). Drawing on data from individual semi-structured interviews, our thematic analysis indicated that teachers' responses mainly reflected the social-class/poverty discourse of policymakers, while very few recognized other marginalizing variables (for example, gender, English language competence). Yet, none of the teachers talked about how such variables may be interlinked. In conclusion, the intersectional character of marginalization (structural interplay of variables such as race, class gender, sexuality, disability etc.) needs to be promoted more explicitly in initial teacher education and continuous professional development programs.

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Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics

Cited by 14 publications

References 36 publications

Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs

Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs

Πεποιθησεις Κυπριων Δασκαλων Για Τη Διδασκαλια Και Μαθηση Των Μαθηματικων Σε Γλωσσικα Και Πολιτισμικα Ποικιλομορφα Περιβαλλοντα

“They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics

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