Reciprocal Learning for Cross-Cultural Mathematics Education
Reciprocal Learning for Cross-Cultural Mathematics Education

Author: Sijia Cynthia Zhu

Publisher: Springer Nature

Published: 2020-12-15

Total Pages: 343

ISBN-13: 3030568385

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This edited volume examines new ways of teaching mathematics through a cross-cultural reciprocal learning project between sister schools in Canada and China. Situating teacher learning in the intersection of the two different school systems, curriculums, and cultures of mathematics learning and teaching in both nations, this volume offers teachers a unique and much-needed perspective on how practices between countries become more and more likely shaped by each other in the emerging global society. Born out of a comparative study project sponsored by the SSHRC, this volume compiles five years' worth of findings from reciprocal partnerships between researchers, teachers, school administrators, and students from both nations. Through the process of reciprocal learning and narrative inquiry, the research described in these chapters illuminates the unknown and shares newly-created mathematics education knowledge.

The Palgrave Handbook of Teacher Education Research
The Palgrave Handbook of Teacher Education Research

Author: Ian Menter

Publisher: Springer Nature

Published: 2023-03-24

Total Pages: 1761

ISBN-13: 3031161939

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This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key position in international debate and discussion. This volume brings together transnational perspectives to provide insight and evidence of current policy and practice in the field, covering issues such as teacher supply, preservice education, continuing professional learning, leadership development, professionalism and identity, comparative and policy studies, as well as gender, equity, and social justice.

Reciprocal Learning Partnerships Between Elementary Mathematics Teachers
Reciprocal Learning Partnerships Between Elementary Mathematics Teachers

Author: Sijia Zhu

Publisher:

Published: 2018

Total Pages: 0

ISBN-13:

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This study investigates the Reciprocal Learning Partnerships (RLP) between two pairs of elementary school mathematics teachers where each pair is comprised of one teacher from Changchun, China and one teacher from Toronto, Canada. These teachers are part of a seven-year reciprocal learning project focused on understanding the cultural and educational perspectives of Canadian and Chinese mathematics educators. Furthermore, this study explores how long term cross-cultural reciprocal learning partnerships can be used as a form of professional development for mathematics teachers. Data for this study was collected through interviews, classroom observations, videos, documents, journals and e-communication transcripts. These exploratory case studies focus on the teacher's professional development needs and their personal narratives as they participate in reciprocal learning partnerships. Findings suggest Canadian and Chinese teachers have complementary strengths that make ideal reciprocal learning partners (RLP). Some findings include: (1) subject specific teacher knowledge, pedagogical knowledge, and knowledge of the learner are main areas of focus for Canada-China RLPs; (2) Canadian teachers were able to learn content knowledge from their reciprocal learning partners; (3) differentiated learning, especially for students with exceptionalities, is a common area of interest for both Canadian and Chinese teacher's due to recent curriculum reforms in both nations; (4) cultural misconceptions are still present in Canadian and Chinese schools, and they can be challenged and corrected through reciprocal learning; (5) long-term RLPs can increase teacher efficacy; (6) RLPs are developed through three main stages where teachers learn about each other, learn from each other, and then learn with each other; (7) student-involvement in in-service teacher development can increase teacher motivation and accountability; (8) administrative and peer support are advantages to motivating RLPs; (9) when translations are involved in RLP communications, it is important to use tools that allow participants to express their personality and emotions; (10) portability, ease of use, and accessibility are important factors to consider when selecting technology for in-service teacher development. This research suggests that mathematics teachers from Canada and China are willing and eager to learn from each other to increase their teacher knowledge. Recommendations for future research are also outlined.

Teacher Education in Professional Learning Communities
Teacher Education in Professional Learning Communities

Author: Xuefeng Huang

Publisher: Springer

Published: 2018-06-20

Total Pages: 228

ISBN-13: 3319918575

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This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Cross-Cultural Schooling Experiences of Chinese Immigrant Families
Cross-Cultural Schooling Experiences of Chinese Immigrant Families

Author: Shijing Xu

Publisher: Springer

Published: 2017-06-28

Total Pages: 296

ISBN-13: 3319461036

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This book introduces the concept of reciprocal educational learning among cultures with very different historical and philosophical origins. The concept of reciprocal learning grows out of a four year study of immigrant Chinese family narrative experiences in a Western context. This book captures the lived moments of such transitional lives both in and out of school settings to demonstrate why a child would appear and disappear from different caregivers’ purview. Through the narrative lens of student and family life, the study illustrates the intersection of Confucian and Western philosophies of education and how their interaction creates complications as well as benefits for both traditions, hence, the idea of reciprocal learning.

Foreign Language Research in Cross-cultural Perspective
Foreign Language Research in Cross-cultural Perspective

Author: Kees De Bot

Publisher: John Benjamins Publishing

Published: 1991-01-01

Total Pages: 289

ISBN-13: 9027241023

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This volume focuses on priorities for research in language pedagogy. The aim is to give an up-to-date overview of current thinking about important research issues such as the viability of large scale comparisons, the quantitative/qualitative research controversy, new trends in language testing and evaluation, and the role of different learning environments. In their discussions of these issues researchers from the US and from different countries in Europe show to what extent the priorities differ on both sides of the Atlantic Ocean.

Implementing Cross-Culture Pedagogies
Implementing Cross-Culture Pedagogies

Author: Pham Thi Hong Thanh

Publisher: Springer Science & Business Media

Published: 2013-11-27

Total Pages: 221

ISBN-13: 9814451916

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During the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning. The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning.

Cross-Cultural Experiences of Chinese Immigrant Mothers in Canada
Cross-Cultural Experiences of Chinese Immigrant Mothers in Canada

Author: Xiaohong Chi

Publisher: Springer Nature

Published: 2020-06-05

Total Pages: 244

ISBN-13: 3030469778

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This volume explores cross-cultural encounters with schooling among Chinese immigrant mothers in Canada. Using a narrative inquiry approach, the author sets out to spotlight the challenges facing immigrant parents and students as they begin to integrate into Western society and culture, specifically focusing on aspects of their experience including the intergenerational relationship between students and parents, home-school relations, and interactions with other Chinese immigrant parents. Chapters address intercultural differences as a reference point for understanding immigrant parents' views on schooling, moral education, and parenting practices.

Cross-Cultural Schooling Experiences of Arab Newcomer Students
Cross-Cultural Schooling Experiences of Arab Newcomer Students

Author: Nesreen Elkord

Publisher: Springer

Published: 2019-07-26

Total Pages: 151

ISBN-13: 3030144208

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This book presents Arab immigrant youths’ voices through storytelling that reveals the challenges and achievements they experience at school and at home in a Canadian educational context. While Arab immigration to Canada dates back to the late eighteenth century, Canada has witnessed a significant rise in Arab immigration rates over the last twenty-five years, marking the fastest growth among all immigrant groups.These stories highlight the complexity of Arab-Canadian youths’ cross-cultural schooling experiences and provide valuable opportunities for reciprocal learning among all stakeholders in Canadian schools. With an educator’s vision, Elkord foregrounds the tensions between Arab youths’ home and school experiences to help build bridges and make high school less opaque to Arab immigrant students and their parents, while offering insights into multicultural education and resources for teacher education.

The Construction of New Mathematical Knowledge in Classroom Interaction
The Construction of New Mathematical Knowledge in Classroom Interaction

Author: Heinz Steinbring

Publisher: Springer Science & Business Media

Published: 2006-03-30

Total Pages: 242

ISBN-13: 0387242538

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Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.