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

Autor/inn/en	Andrews, Jane; Wan Ching Yee; Greenhough, Pamela; Hughes, Martin; Winter, Jan
Titel	Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school.
Quelle	In: Zentralblatt für Didaktik der Mathematik. Berichtsteil, 37 (2005) 2, S. 72-80 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0044-4103; 1615-679X
DOI	10.1007/BF02655716
Schlagwörter	Pädagogische Forschung; Eltern; Primarbereich; Lehrer; Lehrerrolle; Interkulturelle Differenz; Multikultureller Unterricht; Mathematikunterricht; Minderheit
Abstract	This paper draws on two research studies with similar theoretical backgrounds, in two different settings, Barcelona, Spain and Tucson, USA. From a sociocultural perspective, the analysis of mathematics education in multilingual and multiethnic classrooms requires us to consider contexts, such as the family context, that have an influence on these classrooms and its participants. We focus on immigrant parents' perspectives on their children's mathematics education and we primarily discuss two topics: (1) their experiences with the teaching of mathematics, and (2) the role of language (native language and second language). The two topics are explored with reference to the immigrant students' or their parents' former educational systems (the "before") and their current educational systems (the "now"). Parents and schools understand educational systems, classroom cultures and students' attainment differently, as influenced by their sociocultural histories and contexts. (authors' abstract).
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2006/1