Successful minority pedagogy in mathematics: US and Japanese case studies

Abstract

This study examines best practices in teaching mathematics to minority students through two case studies conducted at high-minority junior high schools in the USA and Japan. Observations, interviews, and conversations with the teachers in both countries focused on the research question: how do teachers successfully teach mathematics to minority students? Moses’ Five-step Approach was used as a framework for understanding mathematics teaching. Findings from these case studies reveal that despite many differences in their educational systems, distinct similarities existed between US and Japanese pedagogy when teaching minority populations including: (1) building upon students’ prior experiences by using multisensory methods before teaching abstract concepts and rules; (2) using familiar, everyday words before introducing academic language; (3) integrating literacy throughout instruction; (4) guiding students to become critical thinkers through an inquiry process; and finally (5) developing trusting relationships with students and peers within a caring community.

Keywords:

• minority pedagogy
• mathematics teaching in junior high school
• teaching diverse populations

Acknowledgment

The authors wish to thank Dr Cheryl Craig from the University of Houston for her generous feedback in the preparation of the manuscript.

Notes

1. Historically the Buraku were regarded as ‘untouchables’ or ‘polluting’ due to the influences of Buddhism and Shintoism, which views killing animals or handling their carcasses as ‘polluting.’ Their assigned roles as animal slaughterers, sewage removers, and prison guards in earlier historical periods contributes to the stigmatized status of the Buraku today (Harada, 1996; Ogbu, 1978; Shimahara, 1991). The term ‘Buraku,’ which literally means ‘village,’ can be perceived as a discriminatory term in Japan. For further explanation, see author’s previous work (2009).

2. All of the names of the schools, teachers, and students that appear in this manuscript are pseudonyms.