From Concept to Teaching Unit: Creating ICT-Supported Mathematics Teaching Units Based on Multicultural-Classroom-Aware Concepts
Abstrakt
In many European countries, mathematics teachers feel the need for teaching materials being aware of and sensitive to the multicultural background of their classrooms (Favilli, 2015). A number of studies show that such materials should follow certain inclusive criteria (Favilli, 2013; Novotná, Ulovec & Moraová, 2020): Fostering tolerance, inducing interest, value diversity, emphasize cooperative learning, make use of different cultural backgrounds, use a variety of contexts and names from multiple cultures, avoid cultural stereotypes etc.
Based on these criteria, the authors, in an international collaboration project, have developed a few exemplary teaching units (Novotná & Ulovec, 2020), as well as a number of teaching unit concepts specifically designed for multicultural classrooms (Novotná, Ulovec & Moraová, 2020). In this paper, we demonstrate how - based on one oft hese concepts - teachers in the field can create their own fully-developed mathematical teaching units for their multicultural classrooms, making use of ICT tools and thereby following there commendations of Ebenhofer, M. & Knierzinger, A. (2007).
We use the concept of "How (seemingly) simple things can be very different (and difficult) in other places and cultures" to develop two teaching units: First, a teaching unit using Dynamic Geometry Software to analyse parabolas, and second, a teaching unit using CAS to analyse the relation between air pressure and the boiling point of water. These examples can then serve as guidelines for teachers on how to develop teaching units for other mathematical topics and different cultural backgrounds.