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READING THE WORLD WITH MATHEMATICS: A CRITICAL MATHEMATICS LITERACY CURRICULUM IN TAIWAN

Year 2016, , 156 - 166, 22.04.2016
https://doi.org/10.18768/ijaedu.36322

Abstract

This study aims to go into co-constructive approaches to teaching and learning in a junior high classroom in Taiwan. It studies co-construction of curriculum from the perspectives of a mathematics teacher and the students, as the teacher and the students attempted to co-construct aspects of the Classroom Level curriculum with each other. This 3-year study focuses on exploring the practices and understandings of the co-construction process between the teacher and the students when they conduct curriculum decision-making at the Classroom Level. In addition, in current curriculum reform contexts in Taiwan as well as in an active globalizing world, this study also tries to understand how the teacher and the students conduct reflective practices and what they have achieved when co-constructing curriculum at the Classroom Level. This kind of interpretive study is rarely seen in Taiwan’s junior high school classrooms. Multiple methods are used to collect research data, including participant observation, interviews and document analysis. Results of this study are as follows:

I.     The co-construction of curriculum at the Classroom Level initiatively focused on the selection and organization of curricular experiences, including course content, learning activities, and subject matter: accuracy, precision, clarity, consistency, relevance, and good reasoning. Nevertheless, around the final year of the study, the mathematics teacher and the students gradually infused a critical thinking perspective into the co-construction of curriculum. That is, they started trying to examine those structures or elements of thought implicit in all the reasoning: purpose, question-at-issue, assumptions, concepts, reasoning leading to conclusions, empirical grounding, objectiveness from alternative viewpoints, and implications and consequences.

II.    The co-construction of curriculum initiatives at the Classroom Level was achieved through continuous negotiation between the mathematics teacher and the students. In order to deal with the simultaneous but incompatible opposition of opinions between the two parties, the teacher and students gradually stayed in a module as below: (1) learn a few negotiation strategies; (2) try to find out key tactics for success; (3) create a contract; (4) perform and reflect.

III.    The co-construction of curriculum initiatives at Classroom Level inspired the mathematics teacher and the students to adopt a range of approaches to upgrade their reflective practice level and the tools were a starting point. The theme of the students’ reflective practice often focused on mathematics problem-solving strategies and the best effective way in calculation. On the other hand, the mathematics teacher’s reflective practice often focused on personal philosophy clarification.

IV.   The co-construction of curriculum initiatives at Classroom Level facilitated the empowerment of the mathematics teacher and the students as well the quality-improvement of curriculum deliberation. Based on the long collaborative process, the teacher and the students not only used the present resources inside the classroom, but also tried to seek outside resources from School Level, Municipal Level and National Level through techniques and application of network relationship management.

Keywords: Co-construction, Critical Literacy, Reflective Practice, Network Relationship Management.

References

  • Bourdieu, Pierre (1991) Language and Symbolic Power (John B. Thompson, ed.; transl. by Gino Raymond and Matthew Adamson) Cambridge: Polity Press, 37-42.
  • Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Chung, S., & Walsh, D. J. (2000). Unpacking a child-centeredness: A history of meanings. Curriculum Studies, 32(3), 215–234.
  • Dewey, John. 1916 (1966). Democracy and Education: An Introduction to the Philosophy of Education. New York: Free Press. pp. 259–260.
  • Dewey, J. (1963).Experience and education. New York: Collier Books. (Original work published 1938)
  • Doll, R. C. (1996). Curriculum improvement: Decision making and process (9th Ed.). Boston: Allyn and Bacon.
  • Freire, P. (1993). Pedagogy of the Oppressed: New Revisited 20th Anniversary Edition. New York: Continuum.
  • Freire, P. (2004). Pedagogy of Indignation. Boulder: Colorado, Paradigm.
  • Freire, P. (1990). Pedagogy of the oppressed. New York, NY: Continuum Press. (Original work published 1970.)
  • Foucault, Michel (1980), Power and Knowledge: Selected Interviews and Other Writings 1972-1977, edited by Colin Gordon, Harvester, London. (See in particular 'The Confession of the Flesh' [interview, 1977]).
  • Gee, J. (2008). Social Linguistics and Literacies: Ideology in Discourses 3rd ed. London: Routledge, Taylor and Francis Group
  • Hooks, B. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.
  • Joseph J. Lee (2005). The native speaker: An achievable model? Asian EFL Journal, 7 (2), 152-163
  • Minister of Education of Republic of China (Taiwan). From http://engl Minister of Educationish.moe.gov.tw/
  • New Taipei City Police Department. From http://www.police.ntpc.gov.tw/cp-47-993-2.html
  • Paul Ernest, & Bharath Sriraman (2015). Critical Mathematics Education Theory, Praxis and Reality. University of Montana. Lyn English.
  • Reusser, K. (2001). Co-constructivism in educational theory and practice. In N.J. Smelser, P. Baltes & F.E. Weinert (eds.), International Encyclopedia of the Social and Behavioral Sciences. (pp. 2058-2062). Oxford: Pergamon/Elsevier Science.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.
  • Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer
  • Skovsmose, O. and Borba, M. (2004). Research Methodology and Critical Mathematics Education. In P. Valero and R. Zevenbergen (Eds.), Researching the Socio-Political.Dimensions of Mathematics Education: I ssues of Power in Theory and Methodology 207-226. Dordrecht: Kluwer.
  • Skovsmose, O. (2005). Travelling through education. Rotterdam: Sense Publishers.
  • Skovsmose, O., & Säljö, R. (2008). Learning mathematics through inquiry. Nordic Studies in Mathematics Education, 13(3), 31–50.
  • The Ministry of Education Republic of China Taiwan (MOE). From http://english.moe.gov.tw/mp.asp?mp=1
  • Torres, C. A. (2002). Globalization, education and citizenship: solidarity versus markets? American Educational Research Journal, 39(2), 363-378.
  • Torres, C. A. (2014). First Freire: early writings in social justice education. New York: Teachers College Press, Teachers College Columbia University.
  • Tzai-Hung Wen & Tzer-Chang Liu &Min-Hau Lin(2010). Crime Mapping and Hotspot
  • Analysis: A Case Study of Residential Burglaries in Taipei City, 1998-2007 Journal of Geographical Research, 52, 43-63.
  • Yin, R. K. (1989), Case Study Research Design and Methods, Sage, Newbury Park.
  • Young, J. H. (1989). Teacher interest in curriculum committees: What factors are involved? Journal of Curriculum Studies, 21(4), 363-376.
Year 2016, , 156 - 166, 22.04.2016
https://doi.org/10.18768/ijaedu.36322

Abstract

References

  • Bourdieu, Pierre (1991) Language and Symbolic Power (John B. Thompson, ed.; transl. by Gino Raymond and Matthew Adamson) Cambridge: Polity Press, 37-42.
  • Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Chung, S., & Walsh, D. J. (2000). Unpacking a child-centeredness: A history of meanings. Curriculum Studies, 32(3), 215–234.
  • Dewey, John. 1916 (1966). Democracy and Education: An Introduction to the Philosophy of Education. New York: Free Press. pp. 259–260.
  • Dewey, J. (1963).Experience and education. New York: Collier Books. (Original work published 1938)
  • Doll, R. C. (1996). Curriculum improvement: Decision making and process (9th Ed.). Boston: Allyn and Bacon.
  • Freire, P. (1993). Pedagogy of the Oppressed: New Revisited 20th Anniversary Edition. New York: Continuum.
  • Freire, P. (2004). Pedagogy of Indignation. Boulder: Colorado, Paradigm.
  • Freire, P. (1990). Pedagogy of the oppressed. New York, NY: Continuum Press. (Original work published 1970.)
  • Foucault, Michel (1980), Power and Knowledge: Selected Interviews and Other Writings 1972-1977, edited by Colin Gordon, Harvester, London. (See in particular 'The Confession of the Flesh' [interview, 1977]).
  • Gee, J. (2008). Social Linguistics and Literacies: Ideology in Discourses 3rd ed. London: Routledge, Taylor and Francis Group
  • Hooks, B. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.
  • Joseph J. Lee (2005). The native speaker: An achievable model? Asian EFL Journal, 7 (2), 152-163
  • Minister of Education of Republic of China (Taiwan). From http://engl Minister of Educationish.moe.gov.tw/
  • New Taipei City Police Department. From http://www.police.ntpc.gov.tw/cp-47-993-2.html
  • Paul Ernest, & Bharath Sriraman (2015). Critical Mathematics Education Theory, Praxis and Reality. University of Montana. Lyn English.
  • Reusser, K. (2001). Co-constructivism in educational theory and practice. In N.J. Smelser, P. Baltes & F.E. Weinert (eds.), International Encyclopedia of the Social and Behavioral Sciences. (pp. 2058-2062). Oxford: Pergamon/Elsevier Science.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.
  • Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer
  • Skovsmose, O. and Borba, M. (2004). Research Methodology and Critical Mathematics Education. In P. Valero and R. Zevenbergen (Eds.), Researching the Socio-Political.Dimensions of Mathematics Education: I ssues of Power in Theory and Methodology 207-226. Dordrecht: Kluwer.
  • Skovsmose, O. (2005). Travelling through education. Rotterdam: Sense Publishers.
  • Skovsmose, O., & Säljö, R. (2008). Learning mathematics through inquiry. Nordic Studies in Mathematics Education, 13(3), 31–50.
  • The Ministry of Education Republic of China Taiwan (MOE). From http://english.moe.gov.tw/mp.asp?mp=1
  • Torres, C. A. (2002). Globalization, education and citizenship: solidarity versus markets? American Educational Research Journal, 39(2), 363-378.
  • Torres, C. A. (2014). First Freire: early writings in social justice education. New York: Teachers College Press, Teachers College Columbia University.
  • Tzai-Hung Wen & Tzer-Chang Liu &Min-Hau Lin(2010). Crime Mapping and Hotspot
  • Analysis: A Case Study of Residential Burglaries in Taipei City, 1998-2007 Journal of Geographical Research, 52, 43-63.
  • Yin, R. K. (1989), Case Study Research Design and Methods, Sage, Newbury Park.
  • Young, J. H. (1989). Teacher interest in curriculum committees: What factors are involved? Journal of Curriculum Studies, 21(4), 363-376.
There are 30 citations in total.

Details

Journal Section Articles
Authors

Wen-hua Chen

Publication Date April 22, 2016
Submission Date April 20, 2016
Published in Issue Year 2016

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EndNote Chen W-h (April 1, 2016) READING THE WORLD WITH MATHEMATICS: A CRITICAL MATHEMATICS LITERACY CURRICULUM IN TAIWAN. IJAEDU- International E-Journal of Advances in Education 2 4 156–166.

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