Module 3


General overview and aimRelevant topicsLearning OutcomesDownloads

In this module student-teachers at PST (pre-service student teachers) are introduced to the role and the use of culture-related contexts for the teaching and learning of mathematics.
Students will perform better in mathematics when the central concepts are grounded in contexts that can be recognised from daily life – which is dependent on the cultural background of the students and the (prospective) teachers. To prepare future teachers for teaching in cultural diverse classrooms, acknowledging and appreciating the cultural background of their students.
In this module pre-service teachers are introduce to intercultural learning in mathematics using different definitions. For teacher educators we offer a short and extended version of the training module.
The aim of this module is:

  •  Introduction into the topic ‘culture-related contexts’, also referring to module O1
  •  Theory and background on:
    •  the role of contexts in reasoning and algorithms in mathematics, understanding ethnomathematics
    •  reasoning and algorithms in mathematics by Seymour Papert
  •  Connecting theory to educational practice in reasoning and algorithms in mathematics
    •  studying specific examples including practical activities
    •  problem solving: algorithms
    •  building knowledge by using constructionism method

This module is part of:

  •  Personal dimension: values, attitudes and intercultural competences of prospective teachers;
  •  Mathematics and Science Subject dimension: (inter)cultural perspectives on the subjects themselves;
  •  Mathematics and Science Education dimension: pedagogical issues, in particular in respect to dealing with diversity in classrooms.

In this module, theoretical knowledge on attitudes, values and beliefs will be related to student’s personal experiences and their needs for professional development. Topics relevant for this module are:

  • explicit and implicit attitudes, beliefs and values,cultural
  • differences and universalities, intercultural communication
  • diversity in classrooms,
  • intercultural education
  • active listening and interviewing
  • analysis of classroom practices with the use of ethnographic field notes and classroom observation protocols.
  •  Theory and background on the use and benefits of contexts to enhance concept development for student in different approaches for reasoning and algorithms in mathematics.
  •  Background on Intercultural perspectives on reasoning and algorithms in mathematics, including ethno-mathematics.
  •  Connecting theory to educational practice in reasoning and algorithms in mathematics, by
    •  discussing different texts about mathematical reasoning;
    •  studying specific examples;
    •  exploring sources of culture-related contexts;
    •  problem solving using different approaches of reasoning and algorithms;
    •  analysing textbooks and identifying examples and opportunities to use culture-related contexts;
    •  building knowledge using constructionist approach.