Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26810
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics
Author(s): Xenofontos, Constantinos
Contact Email: constantionos.xenofontos@stir.ac.uk
Keywords: immigrant pupils
mathematics learning
teachers
Cyprus
Issue Date: Dec-2015
Citation: Xenofontos C (2015) Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics, Cambridge Journal of Education, 45 (4), pp. 475-488.
Abstract: Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper.
DOI Link: http://dx.doi.org/10.1080/0305764X.2014.987643
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