Two Views of Culture and Their Implications for Mathematics Teaching and Learning

Hodge, Lynn Liao; Cobb, Paul

doi:10.1177/0042085916641173

Cited by 24 publications

(24 citation statements)

References 68 publications

(72 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(See, also, Westaway 2019 and Westaway and Graven 2019 for further discussion around some South African primary teachers' lowered expectations for certain groups of students.) Reduction of cognitive challenge flouts two important points made by Hodge and Cobb (2019): firstly, that 'mathematically rigorous tasks are critical in supporting instructional practices that are equitable in terms of student learning opportunities'; secondly, that 'issues of access are especially important in the case of students who are members of historically underserved groups and can have a profound influence on their future educational and economic opportunities [emphasis added]' (p. 870).…”

Section: Language Immersion Practices In Two South African Mathematicmentioning

confidence: 99%

Language as an including or excluding factor in mathematics teaching and learning

Robertson

Graven

2019

Math Ed Res J

View full text Add to dashboard Cite

This article explores the power of language to either include or exclude certain groups of students from genuine opportunities for mathematical sense-making. The substantial increase worldwide in the number of students learning mathematics through a language other than their primary language makes this a particularly urgent issue. This paper focuses on the South African situation, where, because English is widely perceived as the language of opportunity, it is, by grade 4, overwhelmingly the chosen language of learning and teaching. The epistemological and pedagogical consequences of this choice are evidenced in the poor performance of the country's students on national and international assessments of mathematical proficiency. Drawing on research literature around language immersion education models and the extent to which these align with certain key principles of second language acquisition, this position paper motivates for a stronger and more sustained commitment to providing students, particularly those from marginalized and vulnerable communities, with opportunities for becoming both bilingual and biliterate. Empirical data from two South African grade 4 mathematics classrooms are used to illuminate aspects of the mathematical sense-making challenges students and their teachers face without such commitment.

show abstract

Section: Language Immersion Practices In Two South African Mathematicmentioning

confidence: 99%

Language as an including or excluding factor in mathematics teaching and learning

Robertson

Graven

2019

Math Ed Res J

View full text Add to dashboard Cite

show abstract

“…Moreover, research evidence has shown that the ways through which a person develops his or her 2 / 18 http://www.iejme.com mathematical competence in different social practices (for example, in school or in family daily life) are usually characterized by discontinuity and the students' school mathematical practice does not imply their performing in out of school relevant practices, especially for groups not belonging to the dominant social group, such as immigrant groups (Abreu, Gorgorio, & Boistrup, 2018;Takeuchi, 2018). On the other hand, some researchers have mentioned that such discontinuities should not be viewed as obstacles, but as a variety of practices that the students can negotiate in participating in classroom activities (Hodge & Cobb, 2018).…”

Section: Introductionmentioning

confidence: 99%

Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study

Kafoussi

Chaviaris

Moutsios-Rentzos

2019

INT ELECT J MATH ED

View full text Add to dashboard Cite

In this paper, we present a qualitative study about the parental influences on sixth graders' mathematical identity. The case study was conducted in a Greek primary school where fifteen children were interviewed through a series of questions for each of the following axes: attainment, attitudes, values, nature of mathematics, self-confidence and child-parent collaboration for homework, in line with the tri-focused model of Abreu and Cline (2003).The analyses drew upon two directions a) the students' positioning and, b) the types of students' resources. The results of the conducted analyses revealed qualitative differences with respect to the students' selfidentification; between those who are self-identified as 'good' at mathematics and those who identified themselves as being 'average' at mathematics. According to our results the parental influences on the construction of the students' mathematical identity at home is interwoven with their interaction with their parents. The students expressed positive dispositions and beliefs about their ability to participate and perform effectively in mathematical tasks when they collaborated with their parents at home in an environment of confidence.

show abstract

“…I argue that our obligation as educators, teachers, researchers is to learn about and from these funds of knowledge and build on them for the advancement of students in school. Hodge and Cobb (2016) describe this approach as an example of the "Cultural Alignment Orientation", which they say "has become the default theoretical framework for research on issues of equity in mathematics education" (p. 2). In this orientation, the authors say that the focus is on "aligning the practices established in the mathematics classroom with the out-of-school practices in which students participate.…”

Section: Some Contextmentioning

confidence: 99%

Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead

Civil

2018

Invited Lectures From the 13th International Congress on Mathematical Education

View full text Add to dashboard Cite

This paper draws from a research agenda focused on the interplay of culture, language and mathematics teaching and learning, particularly in working-class Mexican-American communities in the United States. Drawing on data collected over several years, I emphasize the need for a coordinated effort to the mathematics education of non-dominant students, an effort that involves teachers and other school personnel, the students' families, and the students themselves. Through the voices of parents, teachers, and students, I illustrate the resources that non-dominant students bring to school but often go untapped, and the tensions that this may carry. Following a socio-cultural approach grounded on the concept of funds of knowledge, I argue for the need to develop stronger communication among the interested parties to develop learning experiences in mathematics that build on the knowledge, the language and cultural resources, and the forms of participation in the students' communities.

show abstract

Two Views of Culture and Their Implications for Mathematics Teaching and Learning

Cited by 24 publications

References 68 publications

Language as an including or excluding factor in mathematics teaching and learning

Language as an including or excluding factor in mathematics teaching and learning

Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study

Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead

Contact Info

Product

Resources

About