One size does not fit all: Achieving equity in Māori mathematics classrooms

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One size does not fit all: Achieving equity in Māori mathematics classrooms

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Publication Article, peer reviewed scientific
Title One size does not fit all: Achieving equity in Māori mathematics classrooms
Author(s) Meaney, Tamsin ; Trinick, Tony ; Fairhall, Uenuku
Date 2010
English abstract
In this article, we explore how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. Bernstein’s pedagogic device illustrates how teachers’ practices were influenced by being able to think the “unthinkable.” This came from the contestation that arose when competing bodies of knowledge had to be integrated both at the school level and at the classroom level. For equity to be achieved regarding students’ mathematics learning, parents’ and the community’s aspirations for students’ education need to be infused into debates about the knowledge that teachers are expected to include in their teaching. This enables the local context to make a positive contribution to students’ learning. It also implies that programs for improvement should not be imposed on schools unless there are opportunities for them to be adapted to the needs of individual schools.
Link http://www.nctm.org/publications/toc.aspx?jrnl=JRME&mn=6&y=2010 (external link to publication)
Publisher National Council of Teachers of Mathematics
Host/Issue Journal of Research in Mathematics Education;0
Volume 41
ISSN 0021-8251
Pages 11
Language eng (iso)
Subject(s) early childhood
K-4
equity
mathematics education
Māori
Indigenous
language
parents
culture
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/14567 (link to this page)

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