Publication at Faculty of Education |
2015
Abstract
The article reports outcomes of a survey conducted among mathematics teachers in six European countries with the objective to cover changes brought to the area of teaching mathematics by the increasing number of pupils from other social-cultural and ethnic background in classes. The survey was carried out in the form of a questionnaire, de-signed within the multilateral project M3EaL: Multiculturalism, Migration, Mathematics Education and Language (526333-LLP-1-2012-1-IT-COMENIUS-CMP).
The questionnaire was designed in order to capture the situation at schools of the particular countries and help describe problems faced by mathematics teachers in their practice, and it showed what material and personal support they are missing most.