Article
Successful minority pedagogy in mathematics: US and Japanese case studies
Teachers and Teaching: Theory and Practice
(2015)
Abstract
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
Keywords
- minority pedagogy,
- mathematics teaching in junior high school,
- teaching diverse populations
Disciplines
Publication Date
2015
DOI
10.1080/13540602.2014.928125
Publisher Statement
This is a manuscript of an article from Teachers and Teaching: Theory and Practice, 21 (2015): 87–102, doi:10.1080/13540602.2014.928125.
Citation Information
Ruth Ahn, Paula Catbagan, Kristin Tamayo, Ji Yeong I, et al.. "Successful minority pedagogy in mathematics: US and Japanese case studies" Teachers and Teaching: Theory and Practice Vol. 21 Iss. 1 (2015) p. 87 - 102 ISSN: 1354-0602 Available at: http://works.bepress.com/jiyeong-i/11/