1 |
Bae, M. S., Cho, H. M., & Kwon, O. N. (2017). Elementary mathematics textbook analysis from multicultural mathematics education perspective. Journal of Leaner-Centered Curriculum and Instruction, 17(17), 613-633.
|
2 |
Banks, J. A., & Banks, C. A. M. (2010). Multicultural education: Issues and perspectives. Hoboken, NJ: Wiley.
|
3 |
Bennett, C. I. (2014). Comprehensive multicultural education: Theory and practice. London: Pearson.
|
4 |
Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenman, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). New York: Routledge.
|
5 |
Cho, S. Y. (2018). Multicultural education shown in elementary school mathematics textbook based on 2015 revised curriculum. Education of Primary School Mathematics, 21(1), 19-37.
DOI
|
6 |
Cho, Y., & Park, Y. (2016). "Textbook as a contradictory melting-pot": An analysis of multicultural content in Korean textbooks. Asia Pacific Journal of Education, 36(1), 111-130. https://doi.org/10.1080/02188791.2014.924388
DOI
|
7 |
Choi, C. W., & Mo, K. H. (2007). Investigating multicultural efficacy of teachers in Gyeong-Gi province. Theory and Research in Citizenship Education, 39(4), 163-182.
DOI
|
8 |
Choy, B. H. (2016). Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal, 28(3), 421-440. https://doi.org/10.1007/s13394-016-0173-3
DOI
|
9 |
Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. CA: Sage publications.
|
10 |
Dietiker, L., Males, L., Amador, J., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers' interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521-532
DOI
|
11 |
Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.
DOI
|
12 |
Erickson, F. (2011). On noticing teacher noticing. In M. Sherin, R. Phillip, & V. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 17-34). New York, NY: Routledge.
|
13 |
Gay, G. (2004). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
|
14 |
Castro, A. J. (2010). Themes in the research on preservice teachers' views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198-210. https://doi.org/10.3102/0013189X10363819
DOI
|
15 |
Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers' multicultural and egalitarian beliefs: the teacher cultural beliefs scale. Teaching and Teacher Education, 27(6), 986-996.
DOI
|
16 |
Graneheim, U., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
DOI
|
17 |
Gutierrez, R. (2000). Is the multiculturalization of mathematics doing us more harm than good? In R. Mahalingam & C. McCarthy (Eds.), Multicultural curriculum: New directions for social theory, practice, and policy (pp. 199-219). New York: Routledge.
|
18 |
Gutierrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education (pp. 17-33). New York: Springer.
|
19 |
Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
DOI
|
20 |
Kim, G. E., & So, K. H. (2017). An analysis of multicultural contents in textbooks of elementary school: Focusing on 3rd -6th grade textbooks. Journal of Curriculum Integration. 11(1) 69-92.
|
21 |
Korean Educational Statistics Service (2018). A report of education statistics of South Korea. Retrieved from https://kess.kedi.re.kr/index.
|
22 |
Korean Ministry of Education. (2014). Elementary Mathematics textbook 5-1. Chunjae Education company, South Korea.
|
23 |
Kymlicka, W. (1995). Multicultural citizenship: A liberal theory of minority rights. Oxford: Clarendon Press.
|
24 |
McCarthy, C. (1991). Multicultural approaches to racial inequality in the united states. Oxford Review of Education, 17(3), 301-316.
DOI
|
25 |
Ladson-Billings, G. (1995a). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 126-145). Cambridge: Cambridge University Press
|
26 |
Lloyd, G. M., Cai, J., & Tarr, J. E. (2017). Research issues in curriculum studies: Evidence-based insights and future directions. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 244-272). National Council of Teachers of Mathematics: Reston, VA.
|
27 |
Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.
|
28 |
Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551-575.
DOI
|
29 |
Mo, K. H. (2009). Policies and directions of multicultural teacher education in Korea. The Journal of Korean Teacher Education, 26(4), 245-270.
DOI
|
30 |
Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. CA: Sage Publications.
|
31 |
Parekh, B. (2001). Rethinking multiculturalism: Cultural diversity and political theory. Ethnicities, 1(1), 109-115.
DOI
|
32 |
Park, S. H. (2011). The cognition of primary and secondary school teachers on multicultural education in Daegu. Korean Social Studies Association. 18(1), 1-17.
DOI
|
33 |
Plaut, V. C. (2010). Diversity science: Why and how difference makes a difference. Psychological Inquiry, 21(2), 77-99. https://doi.org/10.1080/10478401003676501
DOI
|
34 |
Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. Sherin, R. Phillip, & V. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223-238). New York: Routledge.
|
35 |
Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
DOI
|
36 |
Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into Practice, 42(3), 210-216.
DOI
|
37 |
Rubel, L. H. (2017). Equity-directed instructional practices: Beyond the dominant perspective. Journal of Urban Mathematics Education, 10(2), 66-105.
|
38 |
Sherin, M. G., & Drake, C. (2009) Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500.
DOI
|
39 |
Sleeter, C. E. (1997). Mathematics, multicultural education, and professional development. Journal for Research in Mathematics Education, 28(6), 680-696. https://doi.org/10.2307/749637
DOI
|
40 |
Sleeter, C. E. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education (3rd ed., pp. 559-582). New York: Routledge.
|
41 |
Sleeter, C. E., & Grant, C. A. (1991). Race, class, gender and disability in current textbooks. In M. W. Apple & L. K. Christian-Smith (Eds.), The Politics of the textbook (pp. 78-110). New York: Routledge.
|
42 |
Song, K. H. (2006). Urban teachers' beliefs on teaching, learning, and students: A pilot study in the United States of America. Education and Urban Society, 38(4), 481-499.
DOI
|
43 |
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers' analysis of video. Journal of Teacher Education, 65(4), 340-356. https://doi.org/10.1177/0022487114534266
DOI
|
44 |
Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
DOI
|