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ERIC Number: EJ1046643
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1354-0602
Successful Minority Pedagogy in Mathematics: US and Japanese Case Studies
Ahn, Ruth; Catbagan, Paula; Tamayo, Kristin; I, Ji Yeong; Lopez, Mario; Walker, Pamela
Teachers and Teaching: Theory and Practice, v21 n1 p87-102 2015
This study examines best practices in teaching mathematics to minority students through two case studies conducted at high-minority junior high schools in the USA and Japan. Observations, interviews, and conversations with the teachers in both countries focused on the research question: how do teachers successfully teach mathematics to minority students? Moses' Five-step Approach was used as a framework for understanding mathematics teaching. Findings from these case studies reveal that despite many differences in their educational systems, distinct similarities existed between US and Japanese pedagogy when teaching minority populations including: (1) building upon students' prior experiences by using multisensory methods before teaching abstract concepts and rules; (2) using familiar, everyday words before introducing academic language; (3) integrating literacy throughout instruction; (4) guiding students to become critical thinkers through an inquiry process; and finally (5) developing trusting relationships with students and peers within a caring community.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Japan; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001