Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary school classrooms: two teachers' views of linking home and school

JC Andrews, WC Yee, PM Greenhough, RM Hughes, JC Winter

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

In this paper we present and exemplify our interpretation of some theoretical constructs that have proved useful to our understanding of the complexity of multicultural mathematics classrooms. Constructs such as culture, cultural distance, cultural conflict and identities-in-construction have oriented our study of the complexity of highly multicultural mathematics classrooms in Barcelona. The purpose of this paper is to discuss how cultural distance arising from the different meanings that students, being local or immigrant, inevitably bring to the mathematics classroom may turn into cultural conflicts when cultural interaction is not facilitated through classroom discourse. The lack of cultural interaction and communication may give rise to strong negative feelings and refusal to participate on the side of the students. Students’ non-participation can be understood as an active response to cultural distance and negative opinions in order to safeguard the identities they (wish to) construct within a context that they perceive as hostile.
Translated title of the contributionTeachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary school classrooms: two teachers' views of linking home and school
Original languageEnglish
Pages (from-to)72 - 80
Number of pages9
JournalZentralblatt für Didaktik der Mathematik
Volume37 (2)
Publication statusPublished - Mar 2005

Bibliographical note

Publisher: FIZ Karlsruhe

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