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Enhancing Inter-Cultural Mathematics Teaching Competencies: What Must Mathematics Teachers Do?
Abstract
In the global village we live today, inter-cultural competencies are imperative for mathematics teachers if their teaching is to cater for all learners in their classrooms. The author argues that intercultural competency is the key to helping such mathematics learners achieve their potential. Content analysis is done to find out what inter-cultural competencies are required of mathematics teachers to be able to handle diverse learners. Data was also collected through observation in a class that the author taught at an ITE to find out what occurs when the researcher puts in aspects of students' diversity in teaching mathematics. The findings show that inter-cultural competency is improved through teachers' self-introspection of their practices and presumptions about other cultures, including learners' diverse cultures in the curriculum, learning about non-verbal communication in different cultures, learning about the modes of learning in different cultures, studying the power of teachers in different cultures, handling conflicts in different cultures, and others.
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