Building on What They Bring: Special Considerations when Working with Young Immigrant Students in Mathematics

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Author(s): Anita Bright (Portland State University, USA)and Michael Ames Connor (Portland State University, USA)
Copyright: 2014
Pages: 18
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

As each child arrives in school with a series of family-provided and possibly previous-schooling-provided memories and experiences to draw from, culturally responsive teachers probe, learn about, and build upon these opportunities. With a focus on ways to best tailor instruction to capitalize upon the strengths each child brings to the classroom, this chapter explores some of the ways cultural norms around mathematics may shape a young child’s early mathematical experiences in a U.S.-based school setting. Additionally, this chapter includes a focus on the key role of families and ways culturally mediated beliefs about the role of the teacher and learner influence mathematics instruction. Further, this chapter touches upon several specific mathematical examples that differ around the world.

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Building on What They Bring: Special Considerations when Working with Young Immigrant Students in Mathematics

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