Multicultural Aspects of Mathematics Teacher Education Programmes

Harsha Patadia, Michael Thomas


Many societies around the world have become increasingly multicultural in nature
in the past ten years and while theories of learning often propound the concept
that mathematical ideas are grounded in the social and cultural background of
students and teachers, the extent to which teacher education programmes have
kept pace with this changing social milieu is often unknown. This paper discusses
the situation in seven teacher education centres in New Zealand, and assesses the
influences on whether, and how, multicultural perspectives on mathematics
teaching have been introduced into these programmes.


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