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Education Sciences
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Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual...
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Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: 31 May 2025 | Viewed by 2502

Special Issue Editors

Dr. Karla Culligan

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Guest Editor
Faculty of Education, University of New Brunswick, Fredericton, NB E3B 5A3, Canada
Interests: mathematics education; second language education
Dr. Anita Simensen

E-Mail Website
Guest Editor
Department of Education, Faculty of Humanities, Social Sciences and Education, UiT the Arctic University of Norway, 9510 Alta, Norway
Interests: mathematics education in Indigenous and migrational contexts
Dr. Paula Kristmanson

E-Mail Website
Guest Editor
Faculty of Education, University of New Brunswick, Fredericton, NB E3B 5A3, Canada
Interests: second-additional language education
Prof. Dr. Annica Andersson

E-Mail Website
Guest Editor
Department of Mathematics and Science Education, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway—USN, 3679 Notodden, Norway
Interests: mathematics education in Indigenous and migrational contexts

Special Issue Information

Dear Colleagues,

As mathematics classrooms become increasingly diverse, so too must the ways in which teachers support all learners in these classrooms. In Indigenous, migrational, and/or multilingual contexts, mathematics teaching and learning should center on culturally responsive and relevant pedagogies and assessment. Language, sometimes multiple languages, can often play a significant role in such culturally responsive and relevant pedagogies and assessment, and thus in the teaching and learning of mathematics.

In this Special Issue, we aim to engage authors and readers in a discussion of the latest research and newest directions related to supporting mathematics teaching and learning in Indigenous, migrational, and/or multilingual contexts. We wish to include papers from various contexts across the globe, to share challenges and, most importantly, successes with respect to the teaching and learning of mathematics in various contexts. In addition, we welcome papers in which the mathematics classroom setting is expanded beyond the traditional physical structure of the classroom within a school, for example, via land-based or community-based mathematics teaching and learning.

We invite colleagues to submit papers related to various themes concerning teaching and learning mathematics in Indigenous, migrational, and/or multilingual contexts, including, but not limited to, the following:

  • evidence-based practices
  • learner and/or teacher experiences
  • culturally relevant assessment
  • culturally responsive pedagogies
  • language learning
  • strength-based pedagogies
  • land-based and community-based learning
  • Indigenous ways of knowing and learning
  • minoritized and/or heritage ways of knowing and learning

We look forward to your contributions.

Dr. Karla Culligan
Dr. Anita Simensen
Dr. Paula Kristmanson
Prof. Dr. Annica Andersson
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mathematics
  • teaching
  • learning
  • language
  • indigenous
  • migration
  • multilingual

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

21 pages, 287 KiB  
Article
A Culturally Responsive Math Program: A Case Study in a Rural Tribal College in the United States
by Carol Ward, Michael R. Cope, Kayci Muirbrook Taylor, Taylor Topham, Gary Ramsey, Dianna Hooker, Jim Bertin and Anna L. Jacob
Educ. Sci. 2025, 15(4), 435; https://doi.org/10.3390/educsci15040435 - 30 Mar 2025
Viewed by 328
Abstract
For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. [...] Read more.
For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation funding in developing a new math program to meet the unique cultural and instructional needs of its students. In this case study of a culturally responsive math program, we hypothesize that students participating in the new developmental math program attempt and earn more credits compared to cohorts participating in previous math programs and take less time on average to reach college-level math. We present information on the math outcomes of the participants in two variations of the math program reforms that have addressed the obstacles to student retention and achievement. The panel data available include students’ demographic characteristics, placement test scores, and math course grades and the credits for all students enrolled from 2006 to 2019. While the number of credits attempted or earned did not differ statistically across the cohorts, the qualitative data further show that the students appreciate the culturally responsive aspects of the program. Ultimately, we have found that these aspects resulted in increased confidence of the students in their academic skills, stronger Native identities and engagement as students, as well as an improved sense of belonging in this higher education environment, all of which were important goals of the developmental math program. Full article
(This article belongs to the Special Issue Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts)
29 pages, 320 KiB  
Article
Storylines from Newcomers’ Perspectives: The Complexities of Learning Mathematics in a Norwegian Introductory Class
by Shanthi Gretta Pasanha, Annica Andersson, Beth Herbel-Eisenmann and Anita Movik Simensen
Educ. Sci. 2025, 15(1), 96; https://doi.org/10.3390/educsci15010096 - 16 Jan 2025
Viewed by 755
Abstract
This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning [...] Read more.
This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning theory guided our analysis in identifying storylines and related positionings. Our analysis provided us with the following four storylines: (1) newcomers find mathematics easy because they are also learning a new language; (2) newcomers experience tensions when learning mathematics in a new language; (3) newcomers find math teachers extra kind and find that they extend their help to them more than usual; (4) newcomers seek alternative resources for learning advanced mathematics. The identified storylines serve as a valuable resource to understand the newcomers’ wishes and desires for their mathematics education in a context of not yet knowing the language of instruction and educational culture. We recommend listening to newcomers’ perspectives of their experiences and recognizing the strengths they bring to the classroom to understand how they navigate their situation while learning mathematics in multilingual mathematics learning settings. Full article
(This article belongs to the Special Issue Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts)
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