Mathematics as a Tool for Inclusion of Immigrant Students in the Secondary School: A Comparative Study

By Núria Rosich and Paula López.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This presentation will describe an experience carried out over the last four years to describe the differences and difficulties of students from four countries recently arrived to secondary schools in Spain. We also show the website designed from this research knowledge and where you can find guidelines for help when receiving students. We will present how we can work in mathematics in the special reception classes for newly arrived students from different countries. The objectives of Presentation are: 1. Show the results of a comparative study of culturally diverse students, particularly Ecuador, Colombia, Morocco and Rumania compared with students of our culture in solving math problems. 2. Explain how context influences the mathematical problems for resolution. 3. Compare levels of mathematical competence of students from different countries with local students. 4. Submit Migramat website to improve the mathematical competence of immigrants students newly arrived. The results show the importance of taking into account the curricula of the countries of origin and the methodology and rules governing the mathematics classroom and the school of origin.

Keywords: Maths, Equity, Diversity, Multilingual, Solving Problem, Immigrants, Secondary School

The International Journal of Science, Mathematics and Technology Learning, Volume 19, Issue 3, pp.93-102. Article: Print (Spiral Bound). Article: Electronic (PDF File; 206.162KB).

Dra. Núria Rosich

Teacher, Department of Mathematics Education, Barcelona University, Barcelona, Spain

I am a teacher and researcher in mathematics education at the Faculty of Education at the University of Barcelona. I did my doctoral dissertation on the learning of mathematics with deaf and hearing students in high school. In recent years my work has focused on aspects of multicultural student learning in mathematics classrooms. This research has received support from European funds (ERDF) and the Spanish state. In this line of research, I have directed three doctoral thesis and several publications.

Dra. Paula López

Teacher, Mathematics Education, University of Girona, Barcelona, Catalunya, Spain

I am a teacher and researcher in mathematics education at the Faculty of Education at the University of Girona and professor of mathematics at the high school. I did my doctoral dissertation on the inclusion of newly arrived immigrant students in secondary school mathematics classroom. In recent years my work has focused on aspects of multicultural student learning in mathematics classrooms and learning and support through the new ICT technologies. This research has received support from European funds (ERDF) and the Spanish state.