RUME 14 (Volume 1)
2011
Portland, Oregon
TRANSITIONING FROM CULTURAL DIVERSITY TO CULTURAL COMPETENCE IN MATHEMATICS INSTRUCTION
Page: 128
We report on our work to build an applied theory for intercultural competence development for mathematics teaching and learning in secondary and tertiary settings. We use research in social anthropology and communications to investigate the nature of intercultural competence development for mathematics instruction among in-service secondary mathematics teachers and college faculty participating in a university-based mathematics teacher professional development program. We present results from quantitative and qualitative inquiry into the intercultural orientations of individuals and some groups (teachers, teacher-leaders, university faculty and graduate students) and offer details on the development of case stories for use in the professional development of mathematics university teacher educators, in-service teacher leaders, and secondary school teachers.