다문화 수학교육 인식조사 : 현장 수학교사의 다문화수학교육에 대한 내러티브 분석

초록

In this research, as part of developmental research of a multicultural mathematics teacher education curriculum, we analyzed the understanding of Korean mathematics teachers for multicultural mathematics education. We interviewed two secondary school mathematics teachers to investigate their narratives about multicultural mathematics education. The analysis showed that the teachers thought that multicultural approaches in mathematics education was not necessary because it is beyond the standardized curriculum. They revealed color blinded attitudes toward students from diverse backgrounds by arguing that highlighting difference and diversity in class would rather result into discrimination against mainstream students. They also had the 'whiteness' as a mainstream therefore they conceptualized the educational equity biased and tendentious view. The results suggests that teacher education curricula need to be reformed to help teachers deconstruct and reconstruct their color-blindedness would to create equitable education for empowering all in school.

키워드