Children’s views about geometry tasks in Māori-medium schools: Meeting Ngā Whanaketanga Rumaki Māori pāngarau (National Standards in mathematics)

Hawera, Ngārewa; Taylor, Merilyn

doi:10.18296/set.0361

Cited by 3 publications

(2 citation statements)

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“…Two articles dealing with one school subject, mathematics, illustrate some of the challenges involved in Māori-medium curriculum development. Hāwera and Taylor (2013, 2014) reported on collaboration between researchers and a Year 7–8 teacher in investigating the teaching and learning of transformational geometry in te reo Māori . Their 2013 article focused on the insights which arose from the collaboration, and their 2014 article concentrated on the perspective of the students.…”

Section: Review: Research Into New Zealand's Official Languages 2013mentioning

confidence: 99%

A review of research in applied linguistics published in New Zealand (2013–2017)

Skyrme

Ker

2020

Lang. Teach.

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This article presents selected research on applied linguistics published in New Zealand, following Language Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.

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Section: Review: Research Into New Zealand's Official Languages 2013mentioning

confidence: 99%

A review of research in applied linguistics published in New Zealand (2013–2017)

Skyrme

Ker

2020

Lang. Teach.

View full text Add to dashboard Cite

show abstract

“…Evaluations of New Zealand Ministry of Education teacher professional learning projects constitute the largest group of publications about pāngarau (Hāwera, 2011;Hāwera & Taylor, 2013;Te Maro et al, 2007;Te Maro et al, 2008;Te Maro & Higgins, 2009;Trinick & Parangi, 2006;, 2009a, 2009b, 2009c. These evaluations are understandably limited in their coverage and perspectives by contractual obligations with the New Zealand Ministry of Education.…”

Section: Pāngarau Educationmentioning

confidence: 99%

Tātai Kōrero i Ngaro, Tātai Kōrero e Rangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School

Tweed¹

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<p>In this thesis, the learning of conventional curriculum mathematics in indigenous Māori schools is conceptualised as a site of struggle within the wider context of a national New Zealand education system. For example, the research literature documents the effects of inadequate mathematics education resources, detrimental impacts on the nature of traditional Māori language and cultural practices, and concerns about under-achievement of Māori students in mathematics and access to powerful societal knowledge. The thesis aims to uncover a causal mechanism for the struggle with mathematics education in one Māori school. Empirical data about mathematics learning activities are examined using a theoretical perspective strongly influenced by Dialectical Critical Realism. The methodological frameworks are based on Basil Bernstein’s sociology of education, Systemic Functional Linguistics and Legitimation Code Theory. Using these theoretical and methodological tools, empirical data are related to deeper-level ontological determinations which underpin practices in the Māori school. The major conclusion of the thesis is that struggle derives from two conflicting ontological determinations about the nature of a person. Mathematics education tends to construe people, and create subjectivities, in terms of their knowledge. The ethos of the Māori school considered in this thesis tends to construe people, and create subjectivities, in terms of their genealogically-embedded, unique, material and spiritual natures. Based on this conclusion, the thesis indicates some potential consequences and future developments of mathematics education in Māori schools. These developments may be thought of in general terms as a disengagement from current relations with mathematics education, an establishment of autonomy, and a re-engagement with mathematics on different terms.</p>

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Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

Meaney¹,

Edmonds-Wathen

McMurchy-Pilkington³

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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Children’s views about geometry tasks in Māori-medium schools: Meeting Ngā Whanaketanga Rumaki Māori pāngarau (National Standards in mathematics)

Cited by 3 publications

References 0 publications

A review of research in applied linguistics published in New Zealand (2013–2017)

A review of research in applied linguistics published in New Zealand (2013–2017)

Tātai Kōrero i Ngaro, Tātai Kōrero e Rangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School

Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

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