Supporting Hong Kong ethnic minority learners’ multimodal mathematics learning through responsive teaching in technology-enhanced environments

Principal Investigator (2022-present). This study’s dual aims are: (1) to develop Hong Kong teachers’ expertise in supporting ethnic minority students’ mathematical learning in multimodal, technological learning environments, (2) to uncover ethnic minority students’ competences in mathematical activities in dynamic geometry environments through examining their multimodal discourse (e.g. words, gestures, and touchscreen dragging).

Funded by the Research Grants Council of Hong Kong, General Research Fund ($424,000 HKD).