Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms / by Tamsin Meaney, Tony Trinick, Uenuku Fairhall.

Format:

Book

Author/Creator:

Meaney, Tamsin.

Contributor:

Trinick, Tony.

Fairhall, Uenuku.

Series:

Mathematics Education Library, 2214-983X ; 52

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Language and languages--Study and teaching.

Language and languages.

Mathematics Education.

Language Education.

Local Subjects:

Mathematics Education.

Language Education.

Physical Description:

1 online resource (310 p.)

Edition:

1st ed. 2012.

Place of Publication:

Dordrecht : Springer Netherlands : Imprint: Springer, 2012.

Language Note:

English

Summary:

Language can be simultaneously both a support and a hindrance to students’ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges—political, mathematical, community based, and pedagogical— to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms is of interest to librarians, researchers, and educators in mathematics, social justice, and education.

Contents:

Table of Contents

Acknowledgement

Glossary

Chapter 1 Introduction to the book and themes.-The school and the data

Using case studies

The complexity of learning mathematics in an Indigenous language

Meeting and overcoming challenges. Section A Meeting Political Challenges Maui

Chapter 2 The development of a mathematics register in an Indigenous language

Te wero no waho – the external challenge

Te wero no roto – the internal challenge

The process of expanding the mathematics register in te reo Mäori

The Standardising Process

Challenges to Te Reo Mäori from developing the mathematics register

Meeting challenges

Chapter 3 History of Te Koutu – the politicisation of a local community

The history of Te Koutu

Governance and whänau involvement in the school

Meeting challenges in establishing and operating Te Koutu

Chapter 4 It is kind of hard to develop ideas when you couldn’t understand the question: Doing exams bilingually

National Certificate in Educational Achievement

Making the exams bilingual

Results from bilingual NCEA examinations

Equivalence in Bilingual Education

Improving the quality of the te reo Mäori examinations

Students’ Responses to Doing Exams Bilingually

Meeting the challenge of doing exams bilingually

Section B Meeting Mathematical Challenges

Maui

Chapter 5 The resources in te reo Mäori for students thinking mathematically

Resources in te reo Mäori

Linguistic markers

Transparency within terms. - Logical connectives

Linguistic complexity

The teacher’s role in supporting students’ spoken explanations

Kanikani ängarau – dancing mathematics

Meeting challenges around thinkingmathematically

Chapter 6 Writing to help students think mathematically

The role of literacy within a traditionally oral culture

Writing to support reflection

Types of writing in mathematics

Writing in mathematics at Te Koutu

Whakaahua

Whakamärama

Parahau

Judging the quality of mathematical writing

Students’ views about writing in mathematics

Challenges in writing to support mathematical thinking

Chapter 7 The case of probability.- Students learning about probability

Learning to think about probability

Developing the idea of likelihood in the beginning school years

Developing ideas about the probability of events at the end of primary school

Developing ideas about the probability of events in Intermediate and High School

Meeting the challenge of using language for thinking probabilistically

Section C Meeting Community Challenges

Chapter 8 Using the mathematics register outside the classroom

Te reo Māori and broadcasting

The use of the mathematic register on Māori television

The use of te reo Mäori by students once they finish their Mäori-medium schooling

Using te reo Mäori for further study

Using te reo Mäori in the work place

Using te reo Mäori for socialising

Chapter 9 Teachers as learners of the mathematics register.-Language knowledge as part of pedagogical content knowledge

Initial teacher education for Mäori-medium teachers

Learning on the job: The situation at Te Koutu

Strategies for learning the mathematics register whilst at work

Professional development for teachers of mathematics in te reo Mäori

Meeting the challenges of teachers learning the mathematics register

Section D Meeting pedagogical challenges

Chapter 10 They don’t use the words unless you really teach them: mathematical Register Acquisition Model

Mathematics Register Acquisition Model (MRA)

Kitenga/Noticing

Taunga/Integration

Putanga/Output

Combining strategies for effectiveness

Language acquisition strategies and year level

The effect of the newness of the topic on strategy use

Meeting the challenge of documenting how teachers supported students to acquire the mathematics register

Chapter 11 “Mäori were traditional explorers”: Mäori Pedagogical Practices

What are pedagogical practices?

What are Mäori pedagogical practices?

Te Aho Matua

Pedagogical practices at Te Koutu

Te Reo

Ngä Iwi

Te Ao.- Ähuatanga Ako

Te Tino Uaratanga.- Meeting the challenge of working within Mäori pedagogy

Chapter 12 “And that’s what you want to happen. You want the shift in classroom practice.”

The teachers’ experiences of learning.-The wider societal structures as influences on the teachers’ learning

Perceptions of themselves within the immediate context asinfluences on teachers’ learning

Teachers’ sense of self as an influence on their learning

Meeting the challenge of changing teachers’ practices

Chapter 13 Collaborating to meet challenges

The complexity of factors that interact when meeting challenges

The stages in meeting challenges

The features of collaboration that support meeting challenges

Conclusion.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9786613456137

9781283456135

1283456133

9789400719941

9400719949

OCLC:

828303766