cultural diversity in schools by theydont



                      CERME 6 – University of Lyon 1, France

                          January 27th to February 1st 2009

                                  Working Group 8

                  Cultural diversity and mathematics education

                                    Call for papers

Some words about Working Group 8 (WG 8)

This is the 4th meeting of the working group “Cultural diversity and mathematics
education” (in the previous meeting it was WG10, and had slightly different names).
The group met for the first time at CERME 3 in Bellaria 2003, bringing together
researchers studying the role of culture in the use, the learning and teaching of
mathematics. The group is particularly interested in culturally diverse schools,
classrooms and other educational settings. The group also acknowledges the
relevance of studies on culture and cognition in outside school settings (including
ethnomathematics). The group is multi-disciplinary and includes researchers from a
variety of disciplines, such as mathematics education, socio-cultural and
developmental psychology, anthropology, linguistics, sociology, political sciences,

The educational system, including mathematics education, is facing new challenges
due to the diversity of the population that goes to school in each country. Many
students come from home cultures, often quite diverse from the school culture. Many
students have different mother languages, religions, values, and beliefs. It is well
documented in quantitative survey studies that cultural diversity impacts on students’
achievements. What continues to need greater examination is the nature of learning
processes when students encounter a school culture distinct from their home culture.
This also impacts on students social, gender, and cultural identities and the way they
experience schooling and develop academic identities. These challenges are
recognized by schools, teachers and parents.

The challenges related to education in culturally diverse settings include
understanding how students successfully participate in mathematical practices of

home and school and the mediational role of culture in that process. The challenges
also include understanding the close interaction between institutional practices,
teaching practices and students’ learning. The relationships between home and
school are also critical for understanding the multi-faceted and multi-layered
constitutive role of cultural processes in learning and development.

Thus, research on culturally diverse settings can be useful to research in
mathematics teaching and learning in general. Culturally diverse settings are
research sites that could offer new insights into socio-cultural theory, methodology
and practice.

Call for papers

In Group 8 we will be particularly interested in theoretical, methodological, empirical
or developmental papers on issues such as (Though any paper of relevance to the
overall focus of the group will also be considered):

       Conceptualisations of social and cultural aspects in teaching and learning
       processes and uses of mathematics;
       Cultural and social representations of teaching and learning mathematics and
       their impact on teachers’ and learners’ identities;
       Mathematical learning and teaching practices in culturally diverse settings
       (and special programs for supporting migrant students to promote their
       learning, or students categorised as presenting SEN and from another culture,
       like deaf students).
       Identities in multi-cultural (multi-ethnic, multi-linguistic, ...) learning settings;
       Teachers’ experiences, representations and understandings of teaching in
       culturally diverse classrooms;
       Language(s), communication and discourses in culturally diverse educational
       Gender and ethnicity in culturally diverse educational settings;
       Learners' transitions between home and school numeracy practices;
       Perspectives and lived experiences of teachers, parents and students
       culturally diverse contexts/ communities;

       Cultural change and the impact on teachers and parents’ experiences with
       mathematics education (this could include the perspective of teachers from
       majority groups)
       Parents and families understandings, engagement and transitions between
       home and school mathematical practices;
       Teaching or curricular strategies – including intercultural tasks - that promote
       culturally inclusive practices;
       Educational policies that promote culturally inclusive mathematics education;
       Issues related to teaching and learning of children of migration (recent
       immigrants, refugees, returned emigrants);
       Issues related to teaching and learning of children from cultural minorities
       (e.g. deaf, gypsies, etc.);
       Relationships between school policies and practices in the multi-cultural
       Relationships between social and political discourses and classroom

The papers presented in the past meetings (CERME3, CERME4 and CERME5) are
available at (but look for WG 10, the previous
number we had). The participants also progressed in their collaboration and work
together in other scientific events and publications.

We wish to encourage papers from researchers world-wide!

We aim at meeting again those who participated in the WG’s in previous CERMEs
but also at having several contributions from new comers.

Paper submission

Papers for WG 8 should be submitted electronically until the 15th September 2008 to
the Chair of WG 8 Guida de Abreu ( and to the CERME
organisation. Papers will not be accepted after this date.

Reviewing process
Submitted papers will be peer-reviewed by two reviewers, as far as possible
chosen among other contributors to the group or from the group participants. The

process will NOT be blind review, and it is intended to be supportive, since the
spirit of the working group should be as democratic and inclusive as possible. If you
submit a paper to WG 8, you are likely to be asked to review one or more papers.

Acceptance of papers

During the review process, reviewers will provide comments at two levels:

   a. Related to paper acceptance for the conference (see more details about the
       requirements at the website);

   b. Related to paper publication in post-conference proceedings (see more
       details at the website).

All papers accepted for the conference will be made available through the
conference web page to participants in the group to read before the conference. The
group leaders will organise activities and discussion in the conference around issues
raised by the papers. Details of how the papers will be included in the group sessions
will be communicated to the authors later on. The group chair will then be in touch
with all the authors.

It is possible that a paper might be accepted for presentation in the conference but
require considerable further work for publication in the post-conference proceedings.
The   group    leaders’   will    make   the   final   decisions   based   on   reviewers’
recommendations and may ask for modification at either of the two levels.
Modification for publication may take place before or after the conference according
to the decision of the group leaders.

Papers accepted for presentation in the website of the conference but not for
publication should remain the exception.

Organisation of the sessions during CERME 6

We will have 12 hours over four days in which to meet and progress our work on
issues related to research in mathematics education in culturally diverse settings. The
working program will be organised such as to discuss, in large or small groups,
common ideas, research programs, difficulties, doubts, the international agenda and
shared interests.

Contact and questions

If you have further questions, please contact any of the leaders of the group (email
addresses are given below).
Dr. Guida de Abreu (Chair)
Department of Psychology
Oxford Brookes University
Tel: + 44 (0)1865 483773
Fax: + 44 (0)1865 483887

Prof. Nuria Gorgorio (Co-chair)
Facultat de Ciencies de l'Educacio, G-5, 142
Universitat Autonoma de Barcelona
08193 Bellaterra, Spain
tel:+ 34 93 581 3205
fax:+ 34 93 581 11 69

Dr. Sarah Crafter (Co-chair)
Division of Psychology
University of Northampton
Park Campus
Boughton Green Road
Northampton, NN2 7AL
United Kingdom
Telephone: 00 44 1604 892087

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