More than 500,000 children and youth in Canada come from migrant backgrounds (Statistics Canada, 2011) and study mathematics. How does migration affect students' and teachers' experiences of school mathematics? Migrant students may bring novel ways of doing mathematics, and may encounter new ways of thinking about mathematics. Cultural differences in mathematics classrooms may lead teachers to feel uncertain and unprepared. We aim to (i) understand the experiences of students and teachers of learning and teaching mathematics in the context of migration, and (ii) promote dialogue between students and teachers in relation to these experiences and observe the influence of this dialogue on learning and teaching.
Our study is guided by the following research questions:
RQ1 What is the nature of upper elementary school migrant students’ cultural-historical repertoires of mathematics?
RQ2 How do upper elementary school migrant students experience the cultural-historical repertoires of mathematics present in their mathematics classes?
RQ3 How are these experiences shaped by centripetal and centrifugal cultural forces?
RQ4 How do the teachers of upper elementary school migrant students experience migrant students’ experiences of the cultural-historical repertoires of mathematics in their mathematics classrooms?
RQ5 How do upper elementary school teachers of migrant students adapt their practice in response to migrant students’ experiences of the cultural-historical repertoires of mathematics in their mathematics classrooms?
RQ6 How do we, as researchers, identify and navigate the ethical dilemmas arising in the project?