Two ways of using ICT in multicultural mathematics teaching units

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10416815" target="_blank" >RIV/00216208:11410/20:10416815 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.34190/EEL.20.024" target="_blank" >http://dx.doi.org/10.34190/EEL.20.024</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.34190/EEL.20.024" target="_blank" >10.34190/EEL.20.024</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Two ways of using ICT in multicultural mathematics teaching units

Popis výsledku v původním jazyce

Mathematics teachers feel the necessity for concrete teaching materials, which reflect the needs of their students in terms of different linguistic and cultural backgrounds (Favilli, 2015). A number of studies (e.g. Hastedt, 2016; Secada, 1992) show that these students encounter even more difficulties than their native classmates in acquiring fundamental mathematical skills. It is recommended that appropriate teaching materials for multicultural classrooms should follow certain inclusive criteria (Favilli, 2013; Novotná, Ulovec &amp; Moraová, 2020): Fostering tolerance, inducing interest, value diversity, emphasize cooperative learning, make use of different cultural backgrounds, use a variety of contexts and names from multiple cultures, avoid cultural stereotypes etc. To take into consideration the different learning levels and learning styles of students, it is also recommended that such materials make use of ICT (Bartolini Bussi et al., 2004; Ebenhofer &amp; Knierzinger, 2007). The paper shows how the recommendation to respect inclusive criteria, the recommendation to use ICT, and the recommendation to have concrete suggestions for classroom use, can be fulfilled, by giving two examples demonstrating the use of ICT in teaching mathematics to multicultural students. In the first one, we show how a classical multicultural teaching unit can be enhanced by using ICT. The second example demonstrates how an ICT product - a learning software that has been designed specifically for migrant students - can be used to produce a concrete teaching unit for multicultural classrooms. These examples show how the use of ICT - appropriately applied and eventually combined with already existing materials - can support mathematics teachers in their needs for teaching materials suitable for multicultural classrooms.

Název v anglickém jazyce

Two ways of using ICT in multicultural mathematics teaching units

Popis výsledku anglicky

Mathematics teachers feel the necessity for concrete teaching materials, which reflect the needs of their students in terms of different linguistic and cultural backgrounds (Favilli, 2015). A number of studies (e.g. Hastedt, 2016; Secada, 1992) show that these students encounter even more difficulties than their native classmates in acquiring fundamental mathematical skills. It is recommended that appropriate teaching materials for multicultural classrooms should follow certain inclusive criteria (Favilli, 2013; Novotná, Ulovec &amp; Moraová, 2020): Fostering tolerance, inducing interest, value diversity, emphasize cooperative learning, make use of different cultural backgrounds, use a variety of contexts and names from multiple cultures, avoid cultural stereotypes etc. To take into consideration the different learning levels and learning styles of students, it is also recommended that such materials make use of ICT (Bartolini Bussi et al., 2004; Ebenhofer &amp; Knierzinger, 2007). The paper shows how the recommendation to respect inclusive criteria, the recommendation to use ICT, and the recommendation to have concrete suggestions for classroom use, can be fulfilled, by giving two examples demonstrating the use of ICT in teaching mathematics to multicultural students. In the first one, we show how a classical multicultural teaching unit can be enhanced by using ICT. The second example demonstrates how an ICT product - a learning software that has been designed specifically for migrant students - can be used to produce a concrete teaching unit for multicultural classrooms. These examples show how the use of ICT - appropriately applied and eventually combined with already existing materials - can support mathematics teachers in their needs for teaching materials suitable for multicultural classrooms.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings 19th European Conference on e-Learning ECEL 2020

ISBN

978-1-912764-78-5

ISSN

2048-8637

e-ISSN

—

Počet stran výsledku

8

Strana od-do

380-387

Název nakladatele

Academic Conferences International Limited

Místo vydání

Reading, UK

Místo konání akce

Berlin (distanční forma)

Datum konání akce

28. 10. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—