RUME 14 (Volume 4)
2011
Portland, Oregon
TRANSITIONING FROM CULTURAL DIVERSITY TO INTERCULTURAL COMPETENCE IN MATHEMATICS INSTRUCTION
Page: 92
We report on our work to build an applied theory for intercultural competence development for mathematics teaching and learning in secondary and tertiary settings. Based on social anthropology and communications research, we 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 subgroups (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.