
Utskrift från Malmö universitet - mau.se
Utskrift från Malmö universitet - mau.se
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Publication | Article, peer reviewed scientific |
Title | One size does not fit all : Achieving equity in M?ori mathematics classrooms |
Author | ; ; |
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=JRM... (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 |
Language | eng (iso) |
Subject | 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 Permalink to this page |
Link to publication in DiVA | Find this research publication in DiVA. |
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