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Research Paper

Education

E-ISSN No : 2454-9916 | Volume : 4 | Issue : 8 | Aug 2018

EXPERIENCES OF TEACHERS IN DIVERSE CLASSES: TEACHING MATHEMATICS THROUGH ICT Loknath Bhattarai Central Department of Education (Maths), Tribhuvan University, Nepal. ABSTRACT Diversity issue in the present context is a global issue of socialization. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today's diverse society. There are issues emerging in the eﬀectiveness of the diversity management and the concerns how to better shape the diverse classroom in Nepal. This paper focuses on issues such as teacher's experiences in diverse classes, classroom management, and role of ICT integrated pedagogy to manage diverse classroom context. It also discusses the context, and experiences of teachers that can bring the diverse classroom situation into the right track. For this purpose, I apply narrative inquiry of two mathematics teachers (one male and one female) of University campus kirtipur with more than ten years' experience. In depth interview related to their experiences and practices in diverse mathematics classes was conducted and found that there are different types of diversity in the context of Nepalese mathematics class room and the management of diversity is a great job for teachers. Although, teachers are little familiar to the diversity management skill they try to manage such type of diversity by supporting their students personally through ICT tools. Diversity works with social constructivist approach in educational field is trying to discuss in this short term paper. It also presents the role of ICT integrated pedagogy to manage the diverse classes by respecting student's personal feelings. KEYWORDS: Diverse classes, diversity management, constructivism, liberal multiculturalism, ICT integrated pedagogy, narrative inquiry. BACKGROUND OF THE STUDY: One of the global common phenomena in the large companies is the diversity of students in the classroom, which is being characterized by individuals with various characteristic like age, gender, nationality, religion, tribal affiliations, logical, doctrinal or political affiliation etc. In this context, Cox (2001) defines “diversity as the variation of social and cultural identities among people existing together in a defined employment or market setting” (p. 3). Cox and Smolinski (1994) define diversity as “the representation of people of different group identities in the same organization social system”(p. 12). Generally defined, “diversity is multidimensional, but the key to diversity is the valuing and managing of differences in such a way that the results lead to inclusion”(Plummer, 2003, p. 10). When educational leaders became aware of the demographic changes in the classroom and students base, it became apparent that a focus on classroom diversity was critical. As a result of legislation mandating Equal Learning Opportunity and Affirmative Action, institution and teachers began to examine the students' demographics within their own institutions. Within an organizational framework, diversity refers to “making use of and leveraging human differences toward institutional effectiveness and productive educational goals” that maintain a high performing workforce (p. 13). A potential benefit of diversity will be to promote institutional effectiveness in creativity, learning, problem-solving, and quality of participating in classroom activities by being conscious of individual identities. When identifying individual diversity, it is suggested one distinguishes between the primary and secondary dimensions. Loden and Rosener (1991) defined “primary dimensions of diversity as those immutable human differences that are inborn and/or that exert an important impact on our early socialization and ongoing impact throughout our lives” (p. 18) such as age, ethnicity, gender, physical abilities/qualities, race, and sexual orientation. Secondary dimensions contain elements of control and are things that can be changed such as: educational background, geographic location, income, marital status, military experience, parental status, religious belief and work experience. Both are extremely important because they influence people's identity, how they define themselves in the world, and how others react to them (1991). Observing above situations it is better to discuss about what are the best practices and teaching pedagogy? Which can address the problem of multicultural classroom. How a teacher can manage the student's interest from different perspectives? How can he teach varieties of students (i.e. students from different culture, different socioeconomic status and different gender) on the basis of their performance in a single class? How can he experience student's problem on learning mathematics through ICT? STATEMENT OF THE PROBLEM: Most learning is not the result of the instruction. It is rather the result of the unhampered participation in a meaningful setting (Frere, 1968). Are teachers able to create such meaningful environment? Are teachers providing such situation so that the students are able to learn according to their pace and capacities? Are teachers able to address the interest and learning capacity of students from different culture, different socioeconomic status and different gender? These are

today's questions and challenges for the teachers. The purpose of this study is to explore the teachers experience in teaching mathematics on diverse mathematics class (i.e. students from different culture, different socioeconomic status and different gender) taught by ICT integrated pedagogy. If ICT integrated pedagogy works as expected the student who do not get chance to attain their regular classes will not miss their mathematics classes as well as each students will have opportunity to understand any concepts at their own pace. In this regards this research answered the following research questions: 1.

How a teacher experience in teaching mathematics on diverse mathematics class (i.e. students from different culture, different socioeconomic status and different gender) taught by ICT integrated pedagogy?

Are the students from different culture, different socioeconomic status and different gender learn mathematics equally?

How can we manage the diversity of students effectively in mathematics classes?

OBJECTIVES OF THE STUDY: The main objective of this study was to analyze the experiences of mathematics teachers on diverse mathematics class by applying information communication technology integrated pedagogy. More specifically, it aimed to describe learning style of students from different culture, different socioeconomic status and different gender. Similarly, this study also tried to describe the best practice for teachers to manage diverse classes. METHODS: The Research Design: This study adopted qualitative research design in order to find the experiences of mathematics teachers in diverse classes since it would be possible to obtain rich and in-depth data. The generalization was not the main aim of the study and it was confined to two mathematics teachers of University Campus. I adopted narrative inquiry research design of qualitative research approach in this study. According to Webster & Mertov (2007, p.1),"narrative inquiry provides researchers with a rich framework through which they can investigate the ways humans experience the world depicted through their stories". Similarly, Khanal (2009, p.241) said, "Narrative inquiry is the process of gathering information for the purpose of research through story telling ". Thus, I employed narrative inquiry to collect the experiences of mathematics teachers to teach mathematics in diverse mathematics classes. Informants: The informants of the study includes a total of two mathematics teachers (1 female, 1 male) who were teaching in University Campus kirtipur. They were selected following a purposive and convenience sampling technique. The informants had more than 10 years of teaching experience and all voluntarily participated in this research (Cakmak, 2013). To ensure anonymity, alpha-numeric identity (T1& T2) had been used for the participants involved in this study (Ambler, 2016).

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International Education & Research Journal [IERJ]

Research Paper

E-ISSN No : 2454-9916 | Volume : 4 | Issue : 8 | Aug 2018

Data Collection: Interview technique was used to collect data in this study. The interview, being the most common and powerful research method, enables participants to speak for themselves. The semi-structured interview was used in order to elicit in depth data from the mathematics teachers on their perception, practice and beliefs about experience of teaching in diverse mathematics classes in central department of education TU. Data Analysis: Content analysis (Strauss and Corbin, 1990; Miles and Huberman, 1994) was used in the analysis of the data in this study based on interviews. All interviews were first audio-recorded by the researcher by taking the informants' permission. Secondly, data was transcribed for analyzing process. Thirdly, content analysis was utilized based on the assigned codes, basic themes, organizing themes and global theme on the text. Finally, the global themes were defined in terms of the basic themes, organizing themes and codes given (as cited in Cakmak, 2013, p.57). Theoretical Understanding: A number of scholars have provided theoretical insight about the management of diverse mathematics classes by using ICT tools and teachers experience, children's struggles and underachievement in a multicultural classes on their real teaching. In this research I review some literatures and discussed some theories that support to manage diversity in mathematics classes from teachers point of view as well as learning style of students from different culture and select three major theories in my study. The theories that I discussed are theory of social constructivism and connectivism theory. The first theory that I discussed here is Constructivism. Constructivism is a theory of knowledge (epistemology) that argues that human generates knowledge from integration between their experiences and ideas (Swan, 2011). The feature of constructivism suggest that knowledge is actively constructed and its application has emphasis on process, collaborated learning and teaching for understanding (Crotty, 2012). Constructivist is based on a 'relativist' (as opposed to realist) ontology and 'subjectivist' (as opposed to an objectivist) epistemology. In other words, in constructivism, the true meaning of knowledge (epistemology) is internally constructed (subjectivism) (Scotland, 2012). In the constructivist view, learner has active role in the process of knowledge construction and child learn through the interaction with the friends. According to social constructivist view student learn by experiencing the successful completion of the challenging tasks. They gain the confidence and motivation by challenging complex task. This theory assumes teacher as a facilitator at the process of teaching and learning. In my study the constructivism is applied in two ways: one of them is knowledge is actively constructed and its application has emphasis on process, collaborated learning and teaching for understanding. So, the diversity can manage by the active participation of students by experiencing the successful completion of the challenging tasks. The second is the role of teacher as a facilitator at the process of teaching and learning. Similarly, the second theory applied in this study is connectivism. Connectivism also offers the specific technological opportunities for the learner to be actively involved in the presentation of a body of knowledge. Siemen proposed connectivism as an alternative learning which states that learner attempt to foster understanding connection between specialized communities (Duke, Harper and Johnoton, 2006). Connectivism could be a learning theory for the following reasons: First, connectivism is characterized as the enhancement of how a student learns with the knowledge and perception gained through the addition of a personal network (Siemens, 2004). Being able to tap into huge databases of knowledge in an instant empowers a learner to seek further knowledge. Such a capacity to acquire knowledge can facilitate research and assist in interpreting patterns. Second, explaining learning by means of traditional learning theories is severely limited by the rapid change brought about by technology. Connectivism is defined as actionable knowledge, where an understanding of where to find knowledge may be more important than answering how or what that knowledge encompasses. In this study the Connectivism is applied in two ways: one of them is teacher will empower learner and facilitate them by interpreting patterns. Second, use ICT based pedagogy to address diversity in mathematics teaching. Diversity and Diversity Management: Diversity management means to explore these differences under an environment characterized by safety, positivity and care. It also means understanding each other and being tolerant and simply expanding the natural dimensions in each individual, while celebrating the differences and approaching the individuals with equally positive actions (Tomas 1990). The following picture present the principle of diversity management by the mathematics teachers in diverse mathematics classes.

Figure 2: Principles of Diversity Management This diagram/figure shows the process of managing diversity in classroom. There are different techniques of diversity management in mathematics classroom. To manage the diversity, mathematics teachers focus in personal and classroom culture that helps in pedagogical shifting. Also, the teachers should respect the students interest such that each students seen as individuals but not number. The knowledge was constructed by student through their active base learning that's why teacher plays the role of facilitator at the process of knowledge construction. RESULTS AND DISCUSSIONS: In this part of the study, findings and discussions are given under several subtitles with the following sequence: Teachers experiences in teaching diverse classes and diversity management through ICT integrated pedagogy. Teachers experiences in teaching diverse classes: Teaching mathematics with the students from different intellectual level, different socioeconomic background, different community and different interest groups is exciting because there is new environment and all circumstances are different for the teachers. When the teachers enters into the class to teach, they reflect that what they experienced in their previous classes. The different type of diversity in mathematics class room and its management is a great job for teachers. We teachers are always experience different diversity in our daily job. In this regard T1, one of my informants, said; There are many challenges for teaching culturally diverse classrooms. Firstly, the differences in culture are an aspect of personality, which needs to be crossed in order to be an effective teacher. This, however, takes effort from the teacher and creates additional work in extension. I, as a teacher always try to manage students from different culture and different intellectual level but due to large class size and time constraints we are not completely satisfied for our purpose. Secondly, the students have different individual interest, learning style and poor prerequisite knowledge on the subject matter. As the remarks expressed by T1 what I feel that teaching a diverse classroom requires a lot of additional effort from the teacher, since he or she has to pay attention more carefully that everyone is able to follow the classroom instruction. Even though cultural awareness is important for teachers but how can it possible for a single teacher? Also, different students have different interest due to individual difference and the teacher must choose the best strategies to manage such problem. Regarding this matter, Duke, Harper and Johnoton (2006.) asserted Connectivism offers the specific technological opportunities for the learner to be actively involved in the presentation of a body of knowledge and it will be an alternative learning strategies which states that learner attempt to foster understanding connecting between specialized communities. On the other hand many students in the mathematics class have very poor prerequisite knowledge that creates problem to run the class smoothly. The large class size and time constraints for teachers as well as students also creates problem for effective mathematics teaching. But, after listening to the opinion of my first participant what I realize that the large class size and time constraints for teachers as well as students also creates problem for effective mathematics teaching In the same issue, T2 expressed his ideas as, Every teacher have a strong commitment and willpower to manage the diverse classes. I always pay attention for the individual difference of students. I encourage all the students to participate in their classes actively and provide extra guidance as their necessity. Many of my students request me for the supportive materials through my personal email, Viber and personal phone contact also, then I provide them without any hesitation. This type of individual support helps to manage the diversity of mathematics classroom. We need training of diversity management such that we can make our class effective. As the remarks expressed by T2 what I feel that teacher should manage good classroom environment by providing equal opportunity to their students.

International Education & Research Journal [IERJ]

Research Paper

E-ISSN No : 2454-9916 | Volume : 4 | Issue : 8 | Aug 2018

Regarding these views, Guba and Lincoln (2001) stated “learner has active role in the process of knowledge construction and child learn through the interaction with the friends. They learn by experiencing the successful completion of the challenging tasks”. The account expressed by my second participant above indicated that the teacher must respect the individual differences of students and engage them in class work as well as project works. Teacher's commitment and effort make mathematics class more interactive as well as productive. As my second participant, constructivism theory also assumes teacher as a facilitator at the process of teaching and learning. The personal support of teachers helps to reduce individual differences of the class. The above view of teachers indicate that the provision of technological aspect of course content about the diversity in master's level course on TU is not sufficient. The strategies that are managed in the course is not appropriate and practical for the students from different sectors because is not sufficient to provide knowledge to the students. Teachers have bitter experiences and reflection on the management of diversity by using modern technology on their classroom in the sense that they don't know how to use modern technology in the classroom. Many teachers do not get to participate on any orientation and training. Diversity management through ICT integrated pedagogy: In the context of Nepal, there are three type dimensions in mathematics classroom; the primary dimension, secondary/psycho-social dimension and tertiary (third) dimension. The primary dimension includes Age, Gender, Ethnicity, Sexual orientation, Race, Physical Abilities/disabilities Region, Ethno-linguistic region, Demographic, Immigration/Citizenship status. Whereas the secondary dimension includes Educational background, Income levels, Work experiences, marital/parental status, Religious beliefs, Value system and ethics, and Historical influences. Similarly the tertiary dimension encompasses: Government policies/political factors, Communication, Society-traditionally dominant/weak, and Norms/legal factors. The better management of such types of diversity make the teaching learning unbiased and trustworthy. Every teacher wants to manage the diversity and made his teaching learning productive but most of them fail to manage it. In this regard one of my participants, T2 says; The most effective ways to manage diverse mathematics class is the use of ICT integrated pedagogy in teaching learning process. There is misconception about the use of ICT tools on students as well as teachers due to lack of knowledge even though it is very effective to address the individual difference of students and easy to handle. The visionary teacher can manage the diversity by respecting each student's interest and treated them as individual but not a number. Teachstudent collaboration to focus the classroom culture helps in pedagogical shifting and diversity management. This characteristics told by my participant announced that he has strong belief on ICT integrate pedagogy to manage diverse class. The ICT can support each individual students to learn mathematics differently. As concerning on this fact, Ghosh,Hattangdi and Atonu, (2007) said “ICT increases the flexibility of delivering of education so that the learner can access knowledge anytime and from everywhere”. The best ways to manage the diverse class are; a) Ask about your students' interests and experiences so you can know them as individuals rather than merely the members of a group. b) Encourage students to respond to each other's questions and comments, not just your own, to foster a sense of community. c) Don't make assumptions about students based on what you perceive as their majority experiences and needs. d) Provide guidelines for group discussions so as to create an environment where students will feel safe voicing their opinions. e) Don't ignore or single out students and never ask a student to act as a spokesperson for his/her group. In the same concept T1 expressed their ideas as;

lize technology in enhancing learning, flexibility and efficiency in curriculum delivery. CONCLUSION: In the context of Nepal, there are many types of diversity in mathematics classroom. They are: Age, Gender, Ethnicity, Sexual orientation, Race, Physical Abilities/disabilities, Geographical dimension, Educational background, Income levels, Marital/parental status, Religious beliefs and Value system and ethics. Different teachers have different experiences in diverse class. The experience of teachers indicate that they are unable to include the voices and experiences of all students to prepare them for an intercultural society and workplace that helps to create opportunities to utilize project based learning. In case of homogenous classroom, it is especially important to emphasize multiculturalism because the only exposure our students may get to other cultures is through the activities, books and lessons that we provide them with. The best ways to manage the diverse class are; Ask about your students' interests and experiences so you can know them as individuals rather than merely the members of a group, Encourage students to respond to each other's questions and comments, not just your own, to foster a sense of community, Don't make assumptions about students based on what you perceive as their majority experiences and needs, Provide guidelines for group discussions so as to create an environment where students will feel safe voicing their opinions, Don't ignore or single out students and never ask a student to act as a spokesperson for his/her group and Use ICT integrated pedagogy. REFERENCES: 1.

Cakmak, M. (2013). Learning from teaching experiences: Novice Teachers’Thoughts. Hacettepe Universitesi Journal of Education, 1, 55-67. Retrieved from: http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/279-published.pdf

Clement, J.J. (1982).Student’s preconceptions in introductory mechanics. American

Cobb, P. (1994a). Constructivism in mathematics and science education. Educational Researcher,23(7),4.

Cobb, P. (1994b). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20

D’Ambrosio, U. (1985). Socio-cultural bases for mathematics education. Campinas, Brazil: University of Campinas

D’Ambrosio, U. (1991). On ethnoscience. Campinas, Brasil: Interdisciplinary Center for the Improvement of Science Education, University of Campinas. Education: Newbary Park: Sage Publications.

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In J. Trentacosta & M. J. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (NCTM Yearbook) (pp. 34-45). Reston, VA:Journal of Physics,50, 66-71.

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10. Mazur, B. (2010) Cultural diversity in organizational theory and practice; Journal of intercultural management vol 2, No. 2, November 2010 11. Thomas, J. (1997). Teaching mathematics in a multicultural classroom: Lessons from Australia. 12. Thomas, R. R.(1990). From affirmative action to affirming diversity; Harvard Business, 1990. 26 13. Webster L. & Mertov, P. (2007). Using narrative inquiry as a research method an introduction to using critical event narrative analysis in research on learning and teaching. Milton Park, Abingdon: Routledge. 14. Upadhyay, H.P.(2001).Constructivism in Teaching Mathematics. Doctoral Dissertation: Chandigadha University India.

“We face many problems to teach students in a diverse class such as; language problem, content problem, level of understanding. Basically, the problems arises due to classroom diversity. There are two type of diversity in our classes they are social diversity, and cognitive diversity. We can manage the diversity by managing cognitive model of difference to increase the level of understanding. The ICT tools can support the students in multiple perspectives but due to time constraints and geographical difficulties it is not effectively implemented in our classroom.” To realizing the importance of using ICT in mathematics class, teachers tries to use ICT tools in the classroom. But they feel two type of problems for the effective implementations of ICT. One of them is all the students who enroll in mathematics class are not familiar and practiced with ICT tools and techniques. The second is, students and teachers have little knowledge as well as misconception about use of ICT tools regarding as time constraints. ICT can enhance the greater collaboration between the pupils as it helps to increase students' motivation towards the teaching. Due to geographical difficulties and resource constraints, Nepalese educational institutions are unable to manage appropriate learning resources in classroom. This leads to demotivate students as well as teachers towards new dimension in teaching learning. Teachers and students are very much curious and optimist towards the use of ICT in mathematics classes but the limited resources is the main huddle for the effective implementations. In the support of teachers views, Ghosh,Hattangdi and Atonu, 2007, Becta, 2014 says, ICT can enhance the greater collaboration between the pupils as it helps to increase students' motivation towards the teaching. One of the purposes to introduce ICT in education is the pedagogical aspect where the pedagogical rationales are to uti-

International Education & Research Journal [IERJ]