Abstract
Catalonia (capital city Barcelona), located in the north-eastern part of the Iberian Peninsula, is one of the 17 autonomous communities into which the Spanish state is organized. It has two official languages, Catalan and Castilian (Spanish). Because language is one of the defining features of Catalan culture and identity, it is the official language of instruction, even though Spanish is often used as well.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abreu, G. de, & Elbers, E. (2005). Introduction: The social mediation of learning in multiethnic classrooms. European Journal of Psychology of Education, XX(1),3-11.
Abric JC. Pratiques sociales et réprésentations (Social practices and representations). Paris: PUF; 1994.
Araya S. Las representaciones sociales: Ejes teóricos para su discusión (Social representations: Theoretical axes for its discussion). FLACSO: Colección Cuadernos de Ciencias Sociales. Costa Rica; 2002.
Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3:77–101.
Burgos S. Matemáticas y aula de acogida: Aproximaciones a las representaciones sociales subyacentes (Mathematics and reception classes: Approaching its social representations). UAB, Master Thesis: Doctorado en Didáctica de las Ciencias y de las Matemática. Barcelona; 2007.
Burgos, S., Gorgorió, N., Prat, M., & Santesteban, M. (2009). De que parlen els professors de matemátiques quan els preguntem pels alumnes immigrats? (What do mathematics teachers say when we ask them about immigrant children). Collecció "ciutadania i immigració", 2, 85-101. Barcelona: Secretaria per a la Immigració.
European Commission (2008): Migration & mobility: Challenges and opportunities for EU education systems. Green Paper. Brussels, 3.7.2008. C0M(2008) 423 final. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=C0M:2008:0423:FIN:EN:PDF.
de Heus, M., & Dronkers, J. (2009). Immigrants' children scientific performance in a double comparative design: The influence of origin, destination, and community. Mobility and inequality: Intergenerational and life course perspectives, Meeting of the ISA RC 28. Yale University, New Haven, Connecticut, August 3-6, 2009.
Flick U. An introduction to qualitative research. London: SAGE Publications; 2006.
Flick U. Designing qualitative research. London: Sage Publications; 2007.
Gibbs GR. Analyzing qualitative data. London: Sage Publications; 2007.
Gorgorió, N. (2009). Multicultural mathematics classrooms: When the difference challenges well established ideas. In F. Spagnolo, & B. Di Paola (Eds.), Changes in society: A challenge for mathematics education. Proceedings of CIEAEM 58 (pp. 168-182). Palermo: GRIM.
Gorgorió N, de Abreu G. Social representations as mediators of practice in mathematics classrooms with immigrant students. Educational Studies in Mathematics. 2009;72(1):61–76.
Gorgorió N, Planas N. Cultural distance and identities-in-construction within the multicultural mathematics classroom. Zentralblatt für Didaktik Der Mathematik. 2005;37(2):64–71.
Gorgorió, N., Planas, N., & Vilella, X. (2002). Immigrant children learning mathematics in mainstream schools. In G. de Abreu, A. Bishop & N. Presmeg (Eds.), Transitions between contexts for mathematics learning (pp. 23-52). Dordrecht, the Netherlands: Kluwer.
Gorgorió N, Prat M. Jeopardizing learning opportunities in multicultural mathematics classrooms. In: César M, Kumpulainen K, editors. Social interactions in multicultural setting. Rotterdam: Sense Publishers; 2009. p. 145–170.
Gorgorió N, Prat M, Santesteban M. El aula de matemáticas multicultural: Distancia cultural, normas y negociación (The multicultural mathematics classroom: Cultural distance, norms and negotiation). In: Goñi JM, editor. Matemáticas e interculturalidad. Barcelona: Graó; 2006. p. 7–24.
Guo Y, Arthur N, Lund D. Intercultural inquiry with pre-service teachers. Intercultural Education. 2009;20(6):565–577.
Howarth C. A social representation is not a quiet thing: Exploring the critical potential of social representations. British Journal of Social Psychology. 2006;245:65–86.
Ibáñez T, editor. Ideologías de la vida cotidiana (Ideologies of everyday life). Barcelona: Sendal; 1988.
Laluvein J. School inclusion and the «community of practice. International Journal of Inclusive Education. 2010;14(1):35–48.
Llinares, S., & Krainer, K. (2006). Mathematics (student) teachers and teacher educators as learners. Handbook of research on the psychology of mathematics education: Past, present and future (pp. 429-459). Rotterdam: Sense Publishers.
Miles S, Singal N. The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education. 2010;14(1):1–15.
Moscovici S. The phenomenon of social representations. Social representations. Cambridge: Cambridge University Press; 1984.
Mulat T, Arcavi A. Success in mathematics within a challenged minority: The case of students of Ethiopian origin in Israel (SEO). Educational Studies in Mathematics. 2009;72:77–92.
Santesteban M. Representaciones sociales del profesor de matemáticas acerca de los alumnos inmigrantes: Un primer análisis (Mathematics teachers' social representations about immigrant students: a first análisis). UAB, Master Thesis: Doctorado en Didáctica de las Ciencias y de las Matemática. Barcelona; 2006.
Tangen R. Conceptualising quality of school life from pupils' perspectives: A four-dimensional model. International Journal of Inclusive Education. 2009;13(8):829–844.
Zevenbergen, R. (2008). Tensions, contentions and connections in learning mathematics for students from significantly diverse backgrounds. Rome: Paper presented at the Symposium on the Occasion of the 100th Anniversary of ICMI, Working group 3, Mathematics Education and Society.
Zittoun, T. (2006). Transitions. development through symbolic resources (Series on Advances in cultural psychology: Constructing development). Greenwich (CT): InfoAge.
Zittoun T. Symbolic resources and responsibility in transitions. Young. 2007;15(2):193–211.
Zittoun, T., Duveen, G., Ilespie, A., Ivinson, G., & Psaltis, C. (2003). The use of symbolic resources in developmental transitions. Culture & Psychology, P(4), 415-448.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Costanzi, M., Gorgorió, N., Prat, M. (2012). Pre-Service Teachers’ Representations of School Mathematics and Immigrant Children1. In: Hjörne, E., Aalsvoort, G.v.d., Abreu, G.d. (eds) Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-803-2_14
Download citation
DOI: https://doi.org/10.1007/978-94-6091-803-2_14
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-803-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)