The rationale for this ST is that, to an increasing extent, mathematics teaching and learning take place in multicultural and multilingual environments. This is the case in different nations in every region in the world. Environments range from individual classrooms, over specific institutions, to local and national settings, including different kinds of urban or rural areas. Different environments face different conditions, problems, challenges, approaches, practices, and outcomes.
The task of this ST is to survey the state-of-the-art both in terms of educational practices in mathematics, including new developments, and in terms of research contributions concerning issues such as those mentioned above.
- Alan Bishop (Australia)
Alan.Bishop@Education.monash.edu.au
- Marta Civil (USA)
civil@math.arizona.edu - Mamokgethi Setati (South Africa)
Mamokgethi.Setati@wits.ac.za - Nuria Gorgorió (Spain)
Nuria.Gorgorio@uab.cat - Maria do Carmo Santos Domite (Brazil)
mcdomite@usp.br
The team concentrated on four focus areas of research and practice developments:
A. mathematics teaching and learning of immigrant students
B. multicultural teacher education, with a particular interest in the situation of indigenous teachers faced with a non-indigenous teacher education approach.
C. pedagogical developments for teaching and learning mathematics in multilingual classrooms
D. cultural conflicts, with a view to ethnomathematical developments
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