NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1108453
Record Type: Journal
Publication Date: 2016-Jul
Pages: 23
Abstractor: As Provided
ISSN: EISSN-2151-2612
Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs
Xenofontos, Constantinos
Journal of Urban Mathematics Education, v9 n1 p94-116 Jul 2016
In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus
Grant or Contract Numbers: N/A