Learning to Work, Working to Learn: Using Immersion Experiences to Guide Culturally Oriented Mathematics Instruction

Cultural immersion field experiences can provide opportunities for preservice teachers to develop their intercultural competencies while studying mathematics as a cultural activity. In this chapter, examples of cultural immersion field experiences in diverse global–local contexts are first reported. Thereafter, personal experiences of working alongside Ndebele women in South Africa and Gullah Geechee sweetgrass weavers are reflected upon. A Cultural Immersion Mathematics Project of elementary preservice teachers’ experiences is shared. This shows how to develop preservice teachers’ skills to recognize, interact with, and understand mathematics as a cultural practice. Furthermore, specific strategies that can be used alongside cultural immersion field experiences to promote intercultural competence and advance culturally oriented mathematics instruction are recommended.