Attributes of mathematics learning valued by ethnic minority students in Hong Kong mainstream schools

Attributes of mathematics learning valued by ethnic minority students in Hong Kong mainstream schools

• Sum, Emily S. W. The University of Hong Kong
• Wong, Ka Lok The University of Hong Kong
• Seah, Wee Tiong The University of Melbourne

Asia Pacific Journal of Education, (0), -, 2022

Routledge

2022

• N Students & Student Services
  • NO Minorities & Immigrant Students
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

Multicultural Classroom Mathematics Learning Practice Values

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

One hundred and eighty ethnic minority students studying in Hong Kong mainstream schools were found to value knowledge, activities, practice, product, inquiry, process, feedback, and technology in their mathematics learning. To identify these values, a mixed methods approach was adopted, using a values questionnaire as a lens to identify what students find important in mathematics learning, and followed by semi-structured focus group interviews for details and verification. The data also revealed that ethnic minority students valued activities and practice more than their ethnic Chinese peers. Implications for research and instructional practice are offered. Copyright © 2022 Routledge.

• English

Journal Articles

• 02188791

• 10.1080/02188791.2022.2071215

https://bibliography.lib.eduhk.hk/bibs/1efc7d16

2023-05-08