Implementing localised curriculum drawing on a funds of knowledge perspective
Implementing localised curriculum drawing on a funds of knowledge perspective
复制标题
从知识视角实施本土化课程
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
L. Fitzgerald
中科院分区：
文献类型：
--
作者：
Jodie Hunter;R. Hunter;J. Tupouniua;L. Fitzgerald
近年来，新西兰的政策发生了转变，学校将国家课程“本地化”，以适应当地社区和学生群体的背景、愿望和知识。就数学教育而言，这就要求教育者理解和重视不同学生的知识基金之间的数学联系，并利用这些来开发数学任务。本文利用访谈的反应，从一个低的社会经济，文化多样性的学校，调查他们的初步看法和行动，以制定一个适当的本地化的数学课程，利用不同的学生的知识基金的案例研究的八名教师。研究结果表明，教师认为在数学教学中使用真实的和相关的情境是很重要的。访谈答复表明，学生及其家人都被视为重要的信息来源。然而，教师在认识到学生在学校教育或一般经验之外的数学知识方面存在挑战。
In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.