Building Successful Reciprocal Learning Relationships Between Canadian and Chinese Mathematics Teachers Through Narrative Case Studies

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-6 - Chinese Teachers and North American Schools: Navigating Language, Culture, and Identity

Abstract

This paper investigates the reciprocal learning that takes place between teachers in Canada and China. We follow the collaboration with three teacher pairs, interviewing them at regular intervals and investigate their learning as they work together in mathematics education at the elementary level. The time difference and language barrier were significant obstacles in all cases. Despite the researcher’s best effort to translate, the tone and cultural interpretation was lost, which caused uneasiness for Canadian participants. However, over time, all three teacher pairs became more comfortable with each other. We also found that the teachers become even more invested in the relationship and the project once their students were involved in the process, particularly how enthusiastic the students were to participate.

Authors

• Sijia Cynthia Zhu, University of Toronto

• Douglas E. McDougall, University of Toronto