Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives
Abstract
Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers’ adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee’s discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.
Keywords
student-centered mathematics, language diversity, learning-to-learn framework, phenomenon-based learning, teacher professional development, professional inquiry
ORCID Identifiers
Sabrina Goldberg: https://orcid.org/0000-0003-0089-3294
Jana Dean: https://orcid.org/0000-0002-7297-4985
Päivi Portaankorva-Koivisto: https://orcid.org/0000-0003-1353-5963
DOI
10.5038/2577-509X.7.3.1225
Recommended Citation
Goldberg, S., Dean, J., & Portaankorva-Koivisto, P. (2023). Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives. Journal of Global Education and Research, 7(3), 249-264. https://www.doi.org/10.5038/2577-509X.7.3.1225
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
