Walking the talk in training future mathematics teachers has potential for benefits
SOURCE: International Journal of Computational Engineering Research
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza
KEYWORDS: EDUCATION, MATHEMATICS TEACHING, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7758
HANDLE: 20.500.11910/2946
URI: http://hdl.handle.net/20.500.11910/2946
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza
KEYWORDS: EDUCATION, MATHEMATICS TEACHING, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7758
HANDLE: 20.500.11910/2946
URI: http://hdl.handle.net/20.500.11910/2946
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Culturally relevant mathematics instruction requires modeling of the multicultural theories in teacher training. Providing theory only to students about how to teach diverse students does not engage them in experiencing being on the other side except minority students. This study presents findings of theanalyses of teaching artifacts, curriculum and lecture observations of two teacher training classrooms of mathematics pedagogy. The observations alone could not account for the rationale behind individual practices, hence students' experiences and syllabi of these two classrooms triangulate the observations to strengthen the analysis. The findings indicate that the 'otherness' of diverse ways of knowing continue to prevail regardless of all efforts on informing mathematics teacher education about cultural affirming instruction. Also teacher trainer's theoretical framework on multiculturalism determines the nature of mathematics teacher education student teachers' will be exposed to.-
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