Attitudes towards diverse learners: A hybrid technology course for secondary school mathematics pre/in-service teachers

Faith Maina, Marcia M. Burrell

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

University educators are often faced with the challenging task of equipping both preservice and in-service teachers with the knowledge, skills, and resources to effectively teach diverse students. It becomes even more problematic to teach mathematics when using a problem solving approach where mathematical ways of knowing are emphasized. These teachers tend to believe that mathematics is "just numbers," "speaks a universal language," is "culturally neutral" and has no relevance whatsoever with social issues that affect students. Coupled with this is the mistaken belief that "people know or don't know math." Pre/in service teachers, often meet the notion that math literacy can be achieved by all learners with skepticism and patronizing behaviors. However, given the space to step outside the classroom, talk with peers, and argue with veteran teachers, a shift in attitude about the potential for diverse student potential is self-evident. These preliminary findings were assembled when a hybrid course that enrolled eight pre/in-service teachers was developed.

Original languageEnglish
Title of host publicationCases on Online Learning Communities and Beyond
Subtitle of host publicationInvestigations and Applications
PublisherIGI-Global
Pages113-133
Number of pages21
ISBN (Print)9781466619364
DOIs
StatePublished - 2012

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