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Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms

Part of the Mathematics Education Library Book Series (volume 52)

DOI: 10.1007/978-94-007-1994-1

ISBN: 978-94-007-1993-4

Publisher: Springer Netherlands - Springer Journals

Aug 20, 2011

1 - 10 of 13 Chapters

LitStream

Chapter 1Introduction

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 1 –12

[In the introductory chapter, we discuss the concept of challenges and link these ideas to the Māori traditional ceremony where visitors are welcomed onto the meeting area after facing a mock challenge. We also introduce the story of Māui, the great warrior, who faced and overcame many challenges...
LitStream

The Development of a Mathematics Register in an Indigenous Language

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 19 –35

[The Māori language, te reo Māori, increased its mathematics register at two distinct historical moments in time, and these are documented in this chapter, which begins the section on political challenges. The initial enlargement of the mathematics register occurred with the beginning of...
LitStream

The History of Te Kura Kaupapa Māori o Te Koutu – The Politicisation of a Local Community

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 37 –52

[Most kura kaupapa Māori began outside the New Zealand–funded education system and were not recognised by the Ministry of Education until the 1990s. In this chapter, we describe the history of one of these schools, Te Kura Kaupapa Māori o Te Koutu. In particular, we focus on the parents’...
LitStream

It Is Kind of Hard to Develop Ideas When You Can’t Understand the Question: Doing Exams Bilingually

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 53 –74

[In the final chapter of the first section, we explore the provision of bilingual external examinations for students at the end of high school. The Māori immersion school system fought the Ministry of Education for the provision of these exams, and this provision was not provided until the...
LitStream

The Resources in Te Reo Māori for Students to Think Mathematically

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 81 –97

[In this chapter, the first chapter in the section on mathematical challenges, we describe the features of te reo Māori that can support students to think mathematically. These features include both traditional ones such as logical connectives and new ones such as the newly coined terms that had...
LitStream

Writing to Help Students Think Mathematically

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 99 –120

[This chapter explores writing in mathematics. It looks in depth at students’ and teachers’ perceptions of the contribution of writing to students’ ability to think mathematically. It begins with the description of the genres that were used in the mathematics classrooms. The three genres are...
LitStream

The Case of Probability

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 121 –148

[Chapter 7 is about the development of students’ understanding about probability using the mathematics register. Discussing probability in te reo Māori was identified by the teachers as something that they and their students found difficult. This difficulty was related to the linguistic demands...
LitStream

Using the Mathematics Register Outside the Classroom

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 153 –170

[In the first chapter in the part on community challenges, we discuss the use of the mathematics register in te reo Māori in the wider community. Māori radio broadcasting had begun during the Second World War but increased significantly from the 1980s. After several attempts, a dedicated Māori...
LitStream

Teachers as Learners of the Mathematics Register

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 171 –192

[The other chapters in this part examine the teachers’ own fluency in te reo Māori for discussing mathematics. Few teachers who teach in te reo Māori had themselves learned mathematics in this language. Although this situation will change in coming years, it is having an impact on how mathematics...
LitStream

“They Don’t Use the Words Unless You Really Teach Them”: Mathematical Register Acquisition Model

Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku

Pages: 199 –224

[Chapter 10 begins the part on pedagogical challenges. In it, we describe the model for mathematics register acquisition (MRA) that was used in understanding how the teachers supported students’ learning of the mathematics register. The MRA has four stages: noticing, intake, integration, and...

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