Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Examining Mathematics Teachers' Perception Toward Multicultural Education: Teachers' Noticing of Multicultural Contents in Mathematics Textbooks

  • Received : 2020.05.28
  • Accepted : 2020.06.16
  • Published : 2020.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

Keywords

References

  1. Bae, M. S., Cho, H. M., & Kwon, O. N. (2017). Elementary mathematics textbook analysis from multicultural mathematics education perspective. Journal of Leaner-Centered Curriculum and Instruction, 17(17), 613-633.
  2. Banks, J. A., & Banks, C. A. M. (2010). Multicultural education: Issues and perspectives. Hoboken, NJ: Wiley.
  3. Bennett, C. I. (2014). Comprehensive multicultural education: Theory and practice. London: Pearson.
  4. Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenman, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). New York: Routledge.
  5. Castro, A. J. (2010). Themes in the research on preservice teachers' views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198-210. https://doi.org/10.3102/0013189X10363819
  6. Cho, S. Y. (2018). Multicultural education shown in elementary school mathematics textbook based on 2015 revised curriculum. Education of Primary School Mathematics, 21(1), 19-37. https://doi.org/10.7468/JKSMEC.2018.21.1.19
  7. Cho, Y., & Park, Y. (2016). "Textbook as a contradictory melting-pot": An analysis of multicultural content in Korean textbooks. Asia Pacific Journal of Education, 36(1), 111-130. https://doi.org/10.1080/02188791.2014.924388
  8. Choi, C. W., & Mo, K. H. (2007). Investigating multicultural efficacy of teachers in Gyeong-Gi province. Theory and Research in Citizenship Education, 39(4), 163-182. https://doi.org/10.35557/TRCE.39.4.200712.008
  9. Choy, B. H. (2016). Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal, 28(3), 421-440. https://doi.org/10.1007/s13394-016-0173-3
  10. Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. CA: Sage publications.
  11. Dietiker, L., Males, L., Amador, J., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers' interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521-532 https://doi.org/10.5951/jresematheduc.49.5.0521
  12. Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.
  13. Erickson, F. (2011). On noticing teacher noticing. In M. Sherin, R. Phillip, & V. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 17-34). New York, NY: Routledge.
  14. Gay, G. (2004). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
  15. Graneheim, U., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
  16. Gutierrez, R. (2000). Is the multiculturalization of mathematics doing us more harm than good? In R. Mahalingam & C. McCarthy (Eds.), Multicultural curriculum: New directions for social theory, practice, and policy (pp. 199-219). New York: Routledge.
  17. Gutierrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education (pp. 17-33). New York: Springer.
  18. Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers' multicultural and egalitarian beliefs: the teacher cultural beliefs scale. Teaching and Teacher Education, 27(6), 986-996. https://doi.org/10.1016/j.tate.2011.04.006
  19. Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  20. Kim, G. E., & So, K. H. (2017). An analysis of multicultural contents in textbooks of elementary school: Focusing on 3rd -6th grade textbooks. Journal of Curriculum Integration. 11(1) 69-92.
  21. Korean Educational Statistics Service (2018). A report of education statistics of South Korea. Retrieved from https://kess.kedi.re.kr/index.
  22. Korean Ministry of Education. (2014). Elementary Mathematics textbook 5-1. Chunjae Education company, South Korea.
  23. Kymlicka, W. (1995). Multicultural citizenship: A liberal theory of minority rights. Oxford: Clarendon Press.
  24. Ladson-Billings, G. (1995a). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 126-145). Cambridge: Cambridge University Press
  25. Lloyd, G. M., Cai, J., & Tarr, J. E. (2017). Research issues in curriculum studies: Evidence-based insights and future directions. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 244-272). National Council of Teachers of Mathematics: Reston, VA.
  26. Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.
  27. McCarthy, C. (1991). Multicultural approaches to racial inequality in the united states. Oxford Review of Education, 17(3), 301-316. https://doi.org/10.1080/0305498910170305
  28. Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551-575. https://doi.org/10.1007/s10857-014-9294-3
  29. Mo, K. H. (2009). Policies and directions of multicultural teacher education in Korea. The Journal of Korean Teacher Education, 26(4), 245-270. https://doi.org/10.24211/tjkte.2009.26.4.245
  30. Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. CA: Sage Publications.
  31. Parekh, B. (2001). Rethinking multiculturalism: Cultural diversity and political theory. Ethnicities, 1(1), 109-115. https://doi.org/10.1177/146879680100100112
  32. Park, S. H. (2011). The cognition of primary and secondary school teachers on multicultural education in Daegu. Korean Social Studies Association. 18(1), 1-17. https://doi.org/10.22473/kats.2011.18.1.001
  33. Plaut, V. C. (2010). Diversity science: Why and how difference makes a difference. Psychological Inquiry, 21(2), 77-99. https://doi.org/10.1080/10478401003676501
  34. Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
  35. Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into Practice, 42(3), 210-216. https://doi.org/10.1207/s15430421tip4203_7
  36. Rubel, L. H. (2017). Equity-directed instructional practices: Beyond the dominant perspective. Journal of Urban Mathematics Education, 10(2), 66-105.
  37. Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. Sherin, R. Phillip, & V. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223-238). New York: Routledge.
  38. Sherin, M. G., & Drake, C. (2009) Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500. https://doi.org/10.1080/00220270802696115
  39. Sleeter, C. E. (1997). Mathematics, multicultural education, and professional development. Journal for Research in Mathematics Education, 28(6), 680-696. https://doi.org/10.2307/749637
  40. Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 559-582). New York: Routledge.
  41. Sleeter, C. E., & Grant, C. A. (1991). Race, class, gender and disability in current textbooks. In M. W. Apple & L. K. Christian-Smith (Eds.), The Politics of the textbook (pp. 78-110). New York: Routledge.
  42. Song, K. H. (2006). Urban teachers' beliefs on teaching, learning, and students: A pilot study in the United States of America. Education and Urban Society, 38(4), 481-499. https://doi.org/10.1177/0013124506289030
  43. Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
  44. van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers' analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266