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Reimagining Curriculum: Responding to Qatari Culture Through Mathematics

Reimagining Curriculum: Responding to Qatari Culture Through Mathematics

Summer Bateiha, Sadia Mir
Copyright: © 2023 |Pages: 22
ISBN13: 9781668468838|ISBN10: 1668468832|ISBN13 Softcover: 9781668468876|EISBN13: 9781668468845
DOI: 10.4018/978-1-6684-6883-8.ch010
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MLA

Bateiha, Summer, and Sadia Mir. "Reimagining Curriculum: Responding to Qatari Culture Through Mathematics." STEM Education Approaches and Challenges in the MENA Region, edited by Fatimah Alhashem, et al., IGI Global, 2023, pp. 222-243. https://doi.org/10.4018/978-1-6684-6883-8.ch010

APA

Bateiha, S. & Mir, S. (2023). Reimagining Curriculum: Responding to Qatari Culture Through Mathematics. In F. Alhashem, H. Pacheco-Guffrey, & J. Boivin (Eds.), STEM Education Approaches and Challenges in the MENA Region (pp. 222-243). IGI Global. https://doi.org/10.4018/978-1-6684-6883-8.ch010

Chicago

Bateiha, Summer, and Sadia Mir. "Reimagining Curriculum: Responding to Qatari Culture Through Mathematics." In STEM Education Approaches and Challenges in the MENA Region, edited by Fatimah Alhashem, Heather Pacheco-Guffrey, and Jacquelynne Anne Boivin, 222-243. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6883-8.ch010

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Abstract

The authors of this chapter propose that the decolonization of Western course content and teaching practice is one of the necessary next steps to build a more equitable and inclusive mathematics curriculum in Qatar. Decolonization of curriculum and pedagogy involves a multilayered process including recognition of constraints placed upon curriculum and pedagogy, a disruption of these constraints, and a creation of alternatives. In this chapter, the authors outline three areas of concern: non-Eurocentric representation, single ways of learning, and elitism in mathematics; and offers pedagogical strategies as a roadmap forward towards decolonization of mathematics curriculum. This is followed by a description of a series of workshops designed for and held with teachers in the community. Finally, the authors present data about teacher perceptions of adopting culturally relevant storytelling as a tool for math education when combined with best practices in mathematics pedagogy.

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