TY - JOUR
T1 - Immigrant pupils in elementary classrooms of Cyprus
T2 - how teachers view them as learners of mathematics
AU - Xenofontos, Constantinos
PY - 2015/10/2
Y1 - 2015/10/2
N2 - Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper.
AB - Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper.
KW - Cyprus
KW - immigrant pupils
KW - mathematics learning
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=84946499105&partnerID=8YFLogxK
U2 - 10.1080/0305764X.2014.987643
DO - 10.1080/0305764X.2014.987643
M3 - Article
AN - SCOPUS:84946499105
SN - 0305-764X
VL - 45
SP - 475
EP - 488
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 4
ER -