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Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives

Journal: Journal of Global Education and Research (JGER) (Vol.7, No. 3)

Publication Date:

Authors : ; ; ;

Page : 249-264

Keywords : student-centered mathematics; language diversity; learning-to-learn framework; phenomenon-based learning; teacher professional development; professional inquiry;

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Abstract

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers' adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee's discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

Last modified: 2023-10-28 08:57:38