- Natalia de Bengoechea (Mexico)
Universidad Pedagógica Nacional
- María Luisa Oliveras (Spain)
Universidad de Granada
- Florence Glanfield (Canada)
- Leonel Morales (Guatemala)
- Richard Kitchen (USA)
University of New Mexico
The purpose of this group is to gather congress participants who are interested in research, development or teaching experiences that focus on mathematics education in multilingual, intercultural and/or multicultural situations.
The two one-hour and two ninety-minute sessions in the congress timetable at the disposal of TSG 33 will include presentations and discussions of the “state-of-the-topic area” and new trends and developments in research and practice in mathematics education in multicultural environment.
Individuals and groups may submit a paper for consideration by the Organizing Team of TSG 33 for an oral presentation during the second, third, or fourth group session.
We invite contributions related to the topics of TSG 33 such as:
- Empirical proposals with anthropological, sociological or an educational focus.
- Theoretical proposals about multicultural and/or intercultural education and its relation to mathematics.
- Descriptions of teaching experiences in multicultural environments.
- Syllabi or descriptions of relevant practices regarding the preparation of teachers working in multicultural environments.
- Educative resources to support intercultural education (audio-visuals, manipulatives, computer programs, bibliographies, etc.)
- Bibliographic surveys related to the group topics with analysis or comments.
- Other kinds of related works relevant to the group’s focus areas.
Authors should specifically indicate how their submission aligns to the group’s focus areas; more than two areas may be given.
Proposals (5 pages double-spaced) must be sent by January 27, 2008 to both chairs of TSG 33: Maria Luisa Oliveras [e-mail:firstname.lastname@example.org] and Natalia de Bengoechea [e-mail: email@example.com]. Please write “ICME 11 TSG 33 proposal” in the subject line. You will receive an email confirming that we have received your paper. If you have not received such an email by January 25, please email again. Submitted proposals will be reviewed by the organizing team of the Topic Study Group 33 and authors will be notified by February 25, 2008 of the team’s decision.
All the accepted contributions will be published on the ICME-11 website before the congress. Depending on the number of submissions and the range of topics of the proposals, the organizing team will provide 10-20 minutes each oral presentation of papers accepted for the congress. Papers may be accepted and referred to during the discussions of the group, but time may not exist for oral presentations of these papers during the congress.
In summary, due to the limited time available for TSGs, accepted papers will have one of two designations:
- Your paper will be accepted for an oral presentation at the conference and the paper will be uploaded to the TSG 33 website for all to read, or
- Your paper will be accepted without an oral presentation at the conference, but will be referred to during group presentations. The paper will also be uploaded to the TSG 33 website.
For proposals accepted for TSG 33, the deadline for submission of the final full paper is April 1, 2008. Full papers, written in English, should be a maximum of 10 pages in length, and should be emailed to: Natalia de Bengoechea [e-mail: firstname.lastname@example.org].
(Tuesday 8, 12:00 – 13:00)
I. Team’s members and speakers introduction. (10 min)
II. Theoretical Studies
|Model for Research on Multiculturality in Mathematics Education.||Maria Luisa Oliveras|
|Study of “The State of the Question about Multiculturality and Mathematics Education”.||Maria Luisa Oliveras. Presents Natalia de Bengoechea|
|School mathematical discourse in a learning landscape: Broadening the perspective for understanding mathematics education in multicultural settings.||Paola Valero, Tamsin Meaney, Helle Alrø, Uenuku Fairhall, Ole Skovsmose, and Tony Trinick|
(Wednesday 9, 12:00 – 13:30)
III. Teachers and teacher’s training
III.a. Teachers in multicultural classes (45 min)
|A Transnational Study of Latino/a Students’ Access to Opportunities to Learn Mathematics.||Richard Kitchen|
|Mother-tongue of teaching mathematics project.||Eva Norén|
|Coping with Multicultural & Multilingual mathematics classes.||Salanieta Bakalevu|
III.b. Teachers’ training and work in multicultural environments (45 min)
|Intercultural education and indigenous education in Mexico, an experience in Oaxaca.||Natalia de Bengoechea|
|Talking about Multilingual Classrooms: A Critical Discourse Analysis of Mathematics Teacher Educators’ Talk.||Nancy Chitera|
|Perspectives and challenges of the indigenous teacher education: the teacher educator external to the culture of the “other” in the center of attentions.||Maria do Carmo Domite and Claudia Georgia Sabba|
(Friday 11, 12:30 – 13:30)
IV. Students in multicultural classes
|U.S. Latino Students’ Thinking and Communication on National Assessment Educational Progress (NEAP) Measurement Items.||Cynthia Anhalt, Anthony Fernandes and Marta Civil|
|Reform Mathematics in Bilingual Classrooms: Flexible Thinking and Language Development in Spanish-Speaking First Graders.||Mary Marshall, Sandra Musanti and Sylvia Celedón–Pattichis|
|An evaluation of the Ayuujk students learning in the Xaam elementary school.||Xaab Nop Vargas–Vásquez|
|Using Field Trips and Hands-on Activities to Improve Middle School Student Achievement in, and Attitude Toward, Mathematics and Science in a Multilingual and Multicultural Environment.||Kenneth C. Wolff and Mika Munakata|
(Saturday 12, 12:00 – 13:30)
V. Culture and mathematics
V.a. Culture and mathematical education
|Mayan Mathematics and Standards for Elementary School in Guatemala.||Leonel Morales|
|The Politics of Language and Schooling in the Mathematics Education of Bilingual Chicana/o Students.||Lena Licón Khisty and Craig Willey|
|In the lines and abos muiscas, the daily life of the class of mathematics.||Blanca María Peralta and Hilda Milena Ortiz|
|Learners’ home languages supporting learner engagement in linear programming.||Thulisile Nkambule|
V.b. Culture and resources for mathematical education
|Mathematics education is in life of Uighur students of Xinjiang of China—To Development Mathematics Textbooks for Depressed and Minority Area by Multi-Resources of Curricula.||Alimu Abulikemu|
|A multicultural look at mathematics.||Vivian La Ferla, Sinan Olkun, Funda Gönϋlateş and Meltem Ceylan|
|Microprojets for Intercultural Education.||Ma. Luisa Oliveras|
VI. Conclusions and general discussion on important issues for further work in the topic areas of TSG 33.
- ANHALT, Cynthia, Anthony FERNANDES and Marta CIVIL. U.S. Latino Students’ Thinking and Communication on National Assessment Educational Progress (NEAP) Measurement Items. (138.00 KB)
- BAKALEVU, Salanieta. Coping with Multicultural & Multilingual mathematics classes. (776.00 KB)
- CHITERA, Nancy. Mathematics teacher educator’s perceptions of a multilingual classroom. (150.00 KB)
- DOMITE, Maria do Carmo and Claudia Georgia SABBA. Perspectives and challenges of the relationship between non-indigenous teacher educator and indigenous teacher. (439.00 KB)
- KHISTY, Lena Licón and Craig WILLEY. The Politics of Schooling and Language in the Mathematics Education of Bilingual Chicana/o Students. (135.00 KB)
- KITCHEN, Richard. A Transnational Study of Latino/a Students’ Access to Opportunities to Learn Mathematics. (119.00 KB)
- LA FERLA,Vivian, Sinan OLKUN, Funda GÖNΫLATEŞ and Meltem CEYLAN. A multıcultural look at mathematıcs. (313.00 KB)
- MARSHALL, Mary, Sandra MUSANTI and Sylvia CELEDÓN–PATTICHIS. Reform Mathematics in Bilingual Classrooms: Flexible Thinking and Language Development in Spanish-Speaking First Graders. (128.00 KB)
- NORÉN, Eva. Mother-tongue teaching of mathematics project. (156.00 KB)
- OLIVERAS, Ma. Luisa. Model for Research on Multiculturality in Mathematics Education. (288.00 KB)
- PERALTA, Blanca María and Hilda Milena ORTIZ. In the lines and abos muiscas, the daily life of the class of mathematics. (485.00 KB)
- VALERO, Paola, Tamsin MEANEY, Helle ALRØ, Troels LANGE and Ole SKOVSMOSE. School mathematical discourse in a learning landscape: Broadening the perspective for understanding mathematics education in multicultural settings. (507.00 KB)
- VARGAS–VÁSQUEZ, Xaab Nop. An evaluation of the apprenticeship of Ayuujk students in the Xaam School. (296.00 KB)
- WOLFF, Kenneth C. and Mika MUNAKATA. Using Field Trips and Hands-on Activities to Improve Middle School Student Achievement in, and Attitude Toward, Mathematics and Science in a Multilingual and Multicultural Environment. (77.00 KB)
- ABULIKEMU, Alimu. Mathematics education is in life of Uighur students of Xinjiang of China—To Development Mathematics Textbooks for Depressed and Minority Area by Multi-Resources of Curricula. (150.00 KB)
- OLIVERAS, Ma. Luisa. Study of “The State of the Question about Multiculturality and Mathematics Education”. (213.00 KB)
- MORALES, Leonel. Mayan Mathematics and Standards for Elementary School in Guatemala. (135.00 KB)
- OLIVERAS, Ma. Luisa. Microprojets for Intercultural Education. (122.00 KB)
- DE BENGOECHEA, Natalia. Intercultural education and indigenous education in Mexico, an experience in Oaxaca. (303.00 KB)
- GLANFIELD, Florence. Stories of Mathematics: Case Study of One Aboriginal Student. (116.00 KB)
- NKAMBULE, Thulisile. Learners’ home languages supporting learner engagement in linear programming. (130.00 KB)