Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Examining Multicultural Education Research in Korean Mathematics Education

  • Received : 2022.02.21
  • Accepted : 2022.03.18
  • Published : 2022.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

Multicultural students are a rapidly growing population in South Korea. Previous studies from the South Korean mathematics education community have reported low mathematics achievement levels of this population compared to Korean-born students. However, a systematic literature review was hardly employed. This study aims to synthesize the factors that affect the mathematics achievement of multicultural students to provide directions for future research and practical directions. Using an Opportunity-Propensity framework suggested by Byrnes and Miller, this study analyzed twenty-seven peer-reviewed journal articles on this topic. The results showed that the majority of the studies focused on the impact of the opportunity factors such as mathematics curriculum and teachers on mathematics achievements. We suggest that more studies regarding distal factors (e.g., students' prior achievement) and propensity factors (e.g., prerequisite knowledge) are needed.

Keywords

References

  1. Andersen, I. G., & Andersen, S. C. (2017). Student-centered instruction and academic achievement: Linking mechanisms of educational inequality to schools' instructional strategy. British Journal of Sociology of Education, 38(4), 533-550. https://doi.org/10.1080/01425692.2015.1093409
  2. Bae, M., Cho, H., & Kwon, O. (2017). Elementary mathematics textbook analysis from multicultural mathematics education perspective. Journal of Learner-Centered Curriculum and Instruction, 17(17), 613-633.
  3. Byrnes, J. (2020). The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report. Developmental Review, 56, 100911. https://doi.org/10.1016/j.dr.2020.100911
  4. Byrnes, J., & Miller, D. (2007). The relative importance of predictors of math and science achievement: An opportunity-propensity analysis. Contemporary Educational Psychology, 32(4), 599-629. https://doi.org/10.1016/j.cedpsych.2006.09.002
  5. Caviola, S., Colling, L., Mammarella, I., & Szucs, D. (2020). Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures. Developmental Science, 23(6), e12957. https://doi.org/10.1111/desc.12957
  6. Cho, E., & Hwang, S. (2019). Exploring changes in multi-ethnic students' mathematics achievement motivation: A longitudinal study using expectancy-value theory. The Mathematical Education, 58(1), 101-120. https://doi.org/10.7468/MATHEDU.2019.58.1.101
  7. Cho, M. (2011). Multicultural content analysis of the 2007 revised mathematics textbooks: South Korea and Finland's illustrations of math textbooks, focusing on the comparison. The Korean Journal of Multicultural Education, 2(1), 57-78.
  8. Cho, S. (2018). Multicultural education shown in elementary school mathematics textbook based on 2015 revised curriculum. Education of Primary School Mathematics, 21(1), 19-37. https://doi.org/10.7468/JKSMEC.2018.21.1.19
  9. Cho, Y., & Lee, O. (2010). An analysis of the results of a mathematics diagnostic test taken by multicultural Koreans in their first or second year of elementary school. Journal of Educational Research in Mathematics, 20(2), 103-119.
  10. Choi, C., & Jeong, E. (2010). Using cooperative learning in mathematics programs for multicultural education development and effect. The Korean Journal of Multicultural Education, 1(3), 115-132.
  11. Choi, H., & Chang, H. (2019). A study on teaching methods of mathematics using SIOP model for KLLs. Journal of Elementary Mathematics Education in Korea, 23(3), 305-321.
  12. Choi-Koh, S. S. (2013). The characteristics of multi-cultural students, North Korean defectors, and students of low-SES on the mathematical achievement test. The Korea Journal of Learning Disabilities, 10(2), 1-26.
  13. Cleary, T., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. School Psychology Review, 46(1), 88-107. https://doi.org/10.17105/spr46-1.88-107
  14. Davenport, E. C., Davison, M. L., Wu, Y.-C., Kim, S.-K., Kuang, H., Kwak, N. ... Ayodele, A. (2013). Number of courses, content of courses, and prior achievement related to ethnic achievement gaps in mathematics. Journal of Educational Leadership in Action, 2(1), 1-35.
  15. Do, J. (2021). An analysis of characteristics of the perception for mathematics learning of Korean language learners in 6th grade of elementary school. The Mathematical Education, 60(4), 529-542. https://doi.org/10.7468/MATHEDU.2021.60.4.529
  16. Eriksson, K., Helenius, O., & Ryve, A. (2019). Using TIMSS items to evaluate the effectiveness of different instructional practices. Instructional Science, 47(1), 1-18. https://doi.org/10.1007/s11251-018-9473-1
  17. Gutierrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4(2), 145-187. https://doi.org/10.1207/S15327833MTL04023_4
  18. Gutierrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. https://doi.org/10.5951/jresematheduc.44.1.0037
  19. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
  20. Ham, S., Ku, H., & Cha, Y. (2014). The effect of multicultural education policy on ethnolinguistic minority students' academic enjoyment and performance: Evidence from TIMSS 2011. Multicultural Education Studies, 7(4), 123-142. https://doi.org/10.14328/MES.2014.12.31.123
  21. Hong, S., & You, S. (2012). Understanding Latino children's heterogeneous academic growth trajectories: Latent growth mixture modeling approach. The Journal of Educational Research, 105(4), 235-244. https://doi.org/10.1080/00220671.2011.584921
  22. Hwang, S., Cho, E., & Albert, L. R. (2020). Examining mathematics teachers' perception toward multicultural education: Teachers' noticing of multicultural contents in mathematics textbooks. Research in Mathematical Education, 23(2), 93-111. https://doi.org/10.7468/JKSMED.2020.23.2.93
  23. Jang, Y., & Ko, S. (2009). A case study on the instructional dimensions in teaching mathematics to the elementary school students from multicultural backgrounds. The Mathematical Education, 48(4), 419-442.
  24. Jeong, S., Ju, M., & Song, R. (2014). A critical analysis of the didactic use of historical mathematics seventh grade mathematics textbooks. Journal of Research in Curriculum Instruction, 18(2), 441-470. https://doi.org/10.24231/RICI.2014.18.2.441
  25. Jurdak, M. (2009). Toward equity in quality in mathematics education. Springer.
  26. Kim, H. (2021). A case study on the effect of the primary concept of mathematics on the formation of schema on the ratio, proportion, proportional expression, and percentage of multicultural students in the sixth grade of elementary school. Journal of Learner-Centered Curriculum and Instruction, 21(4), 551-577. https://doi.org/10.22251/jlcci.2021.21.4.551
  27. Kim, H., & Ko, H. (2021). A classification analysis of students from multicultural families based on their mathematics achievement over time. The Mathematical Education, 60(2), 191-207. https://doi.org/10.7468/MATHEDU.2021.60.1.191
  28. Kim, J. (2017). A study on the analysis mathematic curriculum for development of instrument for multicultural classroom in mathematics lesson of middle school. The Journal of Curriculum and Instruction Studies, 10(1), 83-93.
  29. Kim, J., & Chang, I. (2016). A study on the effects of multicultural programs based on ethnomathematics and critical mathematics on multicultural acceptability. The Journal of Curriculum Studies, 34(4), 151-169.
  30. Kim, S., & Kim, Y. (2015). Research on environmental factors that affect mathematics learning of students in multicultural families. East Asian Mathematics Journal, 31(2), 245-273. https://doi.org/10.7858/eamj.2015.019
  31. Korean Educational Development Institution [KEDI]. (2021). Korean educational statistics service report. Retrieved from: https://kess.kedi.re.kr/index
  32. Ladson-Billings, G. (1995). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 126-145). Cambridge University Press.
  33. Ladson-Billings, G. (2021). Does that count? How mathematics education can support justice-focused anti-racist teaching and learning. Journal of Urban Mathematics Education, 14(1B), 1-5.
  34. Ministry of Gender Equality & Family. (2019). An analysis on the national survey on multicultural families 2019. Author.
  35. Mok, M. M., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress. British Journal of Educational Psychology, 85(2), 154-171. https://doi.org/10.1111/bjep.12060
  36. Moses, R., & Cobb, C. (2001). Radical equations: Math literacy and civil rights. Beacon Press.
  37. Murtadha-Watts, K., & D'Ambrosio, B. (1997). A convergence of transformative multicultural and mathematics instruction: Dilemmas of group deliberations for curriculum change. Journal for Research in Mathematics Education, 28(6), 767-782. https://doi.org/10.2307/749641
  38. Nam, M., Oh, H., & Choi, K. (2020). Analysis of the causes of learning difficulties for middle-entry students with a focus on the comparison between Korean and Chinese curriculum on elementary school mathematics. Multicultural Education Studies, 13(2), 21-55. https://doi.org/10.14328/mes.2020.6.30.21
  39. National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Author.
  40. National Council of Teachers of Mathematics [NCTM]. (2014). Principles to actions: Ensuring mathematical success for all. Author.
  41. Oh, I. (2021). A case of developing a middle school mathematics workbook for multicultural learners in Korea. Homo Migrans, 25, 31-55.
  42. Oh, J. (2013). The study of multicultural education for preservice teachers in Gangwon-do who major in mathematics education. The Mathematical Education, 52(3), 379-398. https://doi.org/10.7468/MATHEDU.2013.52.3.379
  43. Ortiz-Franco, L., & Flores, W. (2001). Sociocultural considerations and Latino mathematics achievement: A critical review. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 233-253). Lawrence Erlbaum Associates, Inc.
  44. Park, B. (2010). The study of development and effect of multicultural education teaching learning programs of mathematics. The Korean Journal of Multicultural Education, 1(3), 31-65.
  45. Park, J., & Noh, J. (2017). A teaching method for students in multi-cultural family to improve mathematical performance capability with math word problems. The Studies of Korean Language and Literature, 59, 351-382.
  46. Remillard, J., & Heck, D. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM, 46(5), 705-718. https://doi.org/10.1007/s11858-014-0600-4
  47. Rubel, L. (2017). Equity-directed instructional practices: Beyond the dominant perspective. Journal of Urban Mathematics Education, 10(2), 66-105.
  48. Salaschek, M., Zeuch, N., & Souvignier, E. (2014). Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense. Learning and Individual Differences, 35, 103-112. https://doi.org/10.1016/j.lindif.2014.06.009
  49. Saldana, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
  50. Saw, G., & Chang, C. (2018). Cross-lagged models of mathematics achievement and motivational factors among Hispanic and non-Hispanic high school students. Hispanic Journal of Behavioral Sciences, 40(2), 240-256. https://doi.org/10.1177/0739986318766511
  51. Schoenfeld, A. (2011). Noticing matters. A lot. Now what? In M. Sherin, R. Phillip, & V. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223-238). Routledge.
  52. Solomon, Y., Hough, S., & Gough, S. (2021). The role of appropriation in guided reinvention: Establishing and preserving devolved authority with low-attaining students. Educational Studies in Mathematics, 106(2), 171-188. https://doi.org/10.1007/s10649-020-09998-5
  53. Song, R., & Ju, M. (2021). An analysis of teachers' pedagogical design capacity for multicultural mathematics education. Journal of Educational Research in Mathematics, 31(1), 83-107. https://doi.org/10.29275/jerm.2021.02.31.1.83
  54. Song, R., Noh, S., & Ju, M. (2011). investigation of the teaching practice in mathematics classroom with immigrant students. School Mathematics, 13(1), 37-63.
  55. Song, R., Noh, S., & Ju, M. (2013). An analysis of Korean mathematics teacher's multicultural competence: Implications for multicultural mathematics teacher education. Journal of Educational Research in Mathematics, 23(3), 313-333.
  56. Star, J., Newton, K., Pollack, C., Kokka, K., Rittle-Johnson, B., & Durkin, K. (2015). Student, teacher, and instructional characteristics related to students' gains in flexibility. Contemporary Educational Psychology, 41, 198-208. https://doi.org/10.1016/j.cedpsych.2015.03.001
  57. Usiskin, Z. (2010). The current state of the school mathematics curriculum. In B. J. Reys, R. E. Reys, & R. Rheta (Eds.), Mathematics curriculum: Issues, trends, and future directions (pp. 25-39). National Council for Teachers of Mathematics.
  58. Waxman, H., Huang, S., & Padron, Y. (1997). Motivation and learning environment differences between resilient and nonresilient Latino middle school students. Hispanic Journal of Behavioral Sciences, 19(2), 137-155. https://doi.org/10.1177/07399863970192003
  59. Youn, M., & Kang, C. (2019). Educational inequality of immigrant students: Examining the influence of socioeconomic status on achievement gap between immigrant and native students. Multicultural Education Studies, 12(4), 57-77. https://doi.org/10.14328/mes.2019.12.31.57
  60. Yu, E. (2022). The impact of culturally inclusive pedagogy on student achievement in a multicultural urban school setting. Urban Education, 57(1), 135-153. https://doi.org/10.1177/0042085918804013
  61. Zhu, J., & Chiu, M. (2019). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics, 102(2), 173-191. https://doi.org/10.1007/s10649-019-09906-6