Understanding Multicultural Math Learners: A Comparative Study of Curriculum in Canada, India, and China

• In Event: Experiences of Immigrant Families and Students in Inclusive Education

Proposal

Introduction to the research
With immigration and transnationalism, cultural diversity is growing in schools globally. There is an increasing need to support newcomer students in transitioning their academic studies seamlessly from their home country to the host country. However, the current mathematics curriculum in most areas of the world does not reflect the cultural diversity of students (Waxman & Padrón, 2002), and it emphasizes commonality by establishing one-size-fits-all expectations for students (Levinson, 2012). Current studies show underperformance in mathematics among English language learners compared to their native counterparts (Beal et al., 2010; Nguyen & Cortes, 2013). Traditionally, mathematics has been perceived as a culture-free universal language (Brown et al., 2009). However, recent theoretical advancements indicate that mathematics is socially and culturally embedded (Francois & Kerkhove,2010), and students’ prior knowledge can be valuable resources for newcomer students’ mathematics learning (Moll, 2019).
Our research is based on Grade 6-8 math curriculum in Canada, China and India, and aims to inspire teachers, educators and policymakers to build on newcomer students’ prior knowledge in multicultural mathematics classrooms to facilitate their math learning by exploring the similarities and differences of the three curricula.
Research Question
What are the similarities and differences between the grade 6 to 8 math curriculum and pedagogy of Ontario, Canada, India and China?
Theoretical Framework
We have adopted sociocultural theory (Vygotsky, 1987), and the concept of funds of knowledge (Moll, 1992) to frame our study as they provide valuable insights into the relationship between individuals, their cultural backgrounds, and the knowledge they possess. Taking a sociocultural perspective on ELLs' mathematics learning trajectory entails recognizing learners' diverse cultural repertoires and viewing classrooms as inherently social environments (Cenoz & Gorter, 2014). Funds of Knowledge recognizes students’ unique and dynamic experiences as useful resources for further learning (Moll et al., 1992). It also provides a theoretical orientation for understanding students’ household and family practices by respecting their social history and intellect (Moll, 2019). Both sociocultural theory and funds of knowledge focus on the role of social and cultural contexts in shaping individuals' knowledge and learning. When applied to educational contexts, these theories provide a framework for understanding and supporting students' learning and development. By considering the social and cultural dimensions of learning and acknowledging students' diverse funds of knowledge, educators can create inclusive and collaborative learning environments that foster positive social interactions and enhance students' learning outcomes.
Methodology
We use document analysis as a qualitative method to systematically review and evaluate curriculum documents for three different contexts systematically. Following Atkinson and Coffey’s (1997) understanding, we perceive the documents as ‘social facts’ since they are produced, shared, and used in socially organized ways (p.47). In our document analysis, we look at the three curricula in terms of content, processes, context, pedagogical approaches and general ideas. Then, we compare and contrast each aspect to understand the similarities and differences, and we hope to inform the field of the current academic gaps through this curriculum mapping. Eventually, we encourage all parties to collaborate in creating intellectually and socially empowering educational experiences for English language learners’ mathematics learning in host countries by building on their home languages, prior knowledge, and culture (Cummins, 1989, Moll & Diaz, 1987).
Findings
Our preliminary findings show both similarities and differences in Grade 6-8 math between Canada, China and India in contents, processes, contexts, pedagogical approaches and general ideas. In terms of similarities, there is an effort, either explicitly or implicitly, to use culturally appropriate content in the math curriculum. For example, while the Ontario math curriculum explicitly encourages teachers to draw from their students' cultural experiences, Indian math lessons include cultural elements such as roti in describing a circle and its property instead of using the example of pizza. We also identified some differences between the three contexts. For instance, Chinese and Indian math curriculum covers more advanced knowledge such as linear functions, which students in Ontario will learn in higher grades. Moreover, the Indian and Chinese math curriculum is textbook centric. Teachers are asked to follow certain pedagogical methods to teach certain mathematical concepts. In contrast, the Ontario curriculum relies more on teachers to use suitable teaching-learning methods in their math classrooms. Furthermore, the project-based learning method is more popular in Ontario, Canada than in India and China.
Recommendations and Implications
We suggest that the demographic realities of ELL students, including diverse cultural backgrounds and their own prior knowledge, should be considered in the mathematics curriculum. It is worth noting a curriculum change in formal education cannot solely depend on individual teachers, but a reform in the whole educational system. Policymakers should design and provide pre-service education and ongoing professional development for teachers to gain specialized knowledge and competence in ELL students’ mathematics teaching. On the other hand, teachers need to be aware of the cultural challenges and different prior education levels that ELL students are facing. By using our research findings as educational resources, both teachers and parents will be able to compare and understand the teaching-learning systems in both countries, and students’ self-efficacy and motivation to learn mathematics in the host country may be positively impacted.

Authors

• Ye Jia, Ontario Institute for Studies in Education (OISE), University of Toronto

• Sudhashree Girmohanta, O.I.S.E. University of Toronto

• Emmanuelle Le Pichon, Ontario Institute for Studies in Education OISE, University of Toronto