Sociocultural research on mathematics education : an international perspective

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways:

* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.

As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Sociocultural factors relating to Tongans' and Indigenous Fijians' patterns of eating, physical activity and body size

This paper reviews literature between 1974 and 2007 that addresses the impact of sociocultural factors on reported patterns of eating, physical activity (activity) and body size of Tongans and indigenous Fijians (Fijians) in their countries of origin. There have been changes in diet (more imported and fewer traditional foods), activity (reduced, especially in urban settings), residence (rural-urban shift) and body size (increased obesity and at a younger age). The prevalence of overweight/obesity in Tongans and Fijians has increased rapidly over the last two decades and remains among the highest in the world (>80% in Tonga; >40% in Fiji), with more females reported to be obese than males. The few studies that investigated sociocultural influences on patterns of eating, activity and/or body size in this population have examined the impact of hierarchical organisation, rank and status (sex, seniority), values (respect, care, co-operation) and/or role expectations. It is important to examine how sociocultural factors influence eating, activity and body size in order to i) establish factors that promote or protect against obesity, ii) inform culturally-appropriate interventions to promote healthy lifestyles and body size, and iii) halt the obesity epidemic, especially in cultural groups with a high prevalence of obesity. There is an urgent need for more systematic investigations of key sociocultural factors, whilst taking into account the complex interplay between sociocultural factors, behaviours and other influences (historical; socioeconomic; policy; external global influences; physical environment).

Body dissatisfaction and body change behaviors in Chile : the role of sociocultural factors

With interest in body image and body change behaviors growing around the world, there has been surprisingly little research conducted in Latin America on these issues. In order to gain some understanding of them in this context, this study investigated body image and body change behaviors, and the sociocultural factors that may influence them, among 337 Chilean adolescents aged 12–18 years. Participants completed a questionnaire that assessed BMI, body dissatisfaction, strategies to lose weight and strategies to increase muscle bulk. In addition, perceived pressure from family, peers, and the media to change body shape was evaluated. Results were partially consistent with those reported in Western nations. Girls were found to report greater body dissatisfaction than boys, but no difference was found between males and females in perceived pressure from adults in the family or from older siblings/cousins to lose weight. However, girls experienced higher levels of perceived pressure to lose weight from the media than boys, and boys reported greater perceived pressure from peers to lose weight than girls, and more pressure than girls from all sources to increase muscle bulk. These findings are discussed in relation to research conducted in other contexts, and it is concluded that findings from other locations may not be applied universally.

Sociocultural influences on body dissatisfaction and body change behaviors among Malaysian adolescents

Little research on body dissatisfaction and body change behaviors, and the sociocultural influences on them, has been undertaken in non-Western contexts. The current study investigated these variables and the relationships between them among a sample of 529 Malaysian high school students (103 Malays, 344 Chinese and 82 Indians), who completed a set of measures in classroom settings. Chinese girls were more dissatisfied with their bodies than Chinese boys, but no gender difference was found for Malay and Indian participants. Girls were more likely to engage in behaviors to lose weight, and boys were more likely to engage in behaviors to increase muscle. The influence of sociocultural factors on body dissatisfaction and body change behaviors was limited and varied across both sex and ethnicity. Findings are discussed in relation to Western research, and it is concluded that cultural nuances need to be considered when investigating these phenomena.

Putting "space" on the agenda of sociocultural research in education

The global rescaling of the world, culture, and education has influenced how people experience their situationality, meaning-making, and learning in relation to the Other. This article explores the implications of spatial analysis for rethinking education in new conditions of cultural complexity. The experience of living and learning with difference is conceptualized as an open journey in which the very act of movement across spatial boundaries unlocks the fixity of meanings and identities and, hence, problematizes the spatial logic of bounded learning places. Explicating the tension between fixity and mobility, boundedness and flows, this article deploys the concepts of cultural-semiotic space, scale, and boundary to theorize locations of learning and meaning-making in new times.

Sociocultural influences on body image

Despite an emphasis on large body sizes in Fiji, Fijian and Australian adolescents' personal body ideals were very similar. Both groups were inaccurate in their body size estimations. Perceived body image ideals of sociocultural agents, rather than their specific messages, were more strongly associated with adolescents' body size estimations and ideals. The professional portfolio specifically explores the role of parents in the development, maintenance, and treatment of children and adolescents' separation anxiety. The four case studies illustrated that the incremental benefits of including parents in CBT treatment were not entirely clear.

Sociocultural influences of body image among Australian and Fijian girls

Despite a traditional emphasis on a large body size in Fiji, both Australian and Fijian girls' had relatively similar body image attitudes and weight change behaviours. However, in comparison to Australian girls, Fijian girls experienced conflicting messages about losing and gaining weight.

Rethinking homework in contemporary Australia : a feminist sociocultural analysis

This thesis develops ethnographically-based studies to offer new perspectives on the practice of homework in Australia. The thesis argues that homework is not simply a technique for improving school performance but is a form of pedagogical work that mediates home-school relations and generates classed and gendered emotional labour.

A case study exploring the sociocultural characteristics of adult Japanese ESL learners in Australian EAP programs

Research findings show that the poor level of English accomplishment amongst Japanese students in English as Second Language (ESL) settings continues to be an issue of concern. This interpretative study adopted an ethnographic case method to explore and advance reader’s understanding of Japanese learner’s sociocultural characteristics and, also, to investigate how cross-cultural similarities/ differences between the sociocultural heritage of Japanese learners and the contextual factors of Australian English for Academic Purposes (EAP) study abroad programs interact. This study aims to interpret the problems surrounding the poor performance of Japanese students in Australian ESL contexts and identify issues not present in the literature that warrant further investigation. Interviews, structured by a thematic reporting framework, were used as the interpretive instrument for data collection. Data, supported by the reporting framework, was analysed using a constant comparative method. The exploratory nature of this report led to the following conclusions. Firstly, Japanese students’ past educational experience interferes with Second Language Acquisition (SLA) in Australian EAP study abroad programs. Secondly, Japanese students have a predisposition towards integrative motivation. Thirdly, significant others influence Japanese learners’ ability to cope with transition issues, such as managing academic and social problems. Finally, contextual factors of Australian EAP programs (e.g. course materials, teaching and learning methodology and assessment) negatively impact English language learning. This study raises questions about the difficulties experienced by Japanese learners in Australian EAP study aboard programs.