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dc.contributor.authorSharma, Sashien_NZ
dc.date.accessioned2023-11-02T21:39:20Z
dc.date.available2023-11-02T21:39:20Z
dc.date.issued2023-01-01en_NZ
dc.identifier.issn1033-2170en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/16113
dc.description.abstractThere are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSpringer Nature
dc.rights© The Author 2023. This is an open-access article distributed under the terms of the Creative Commons Attribution License.
dc.titlePromoting statistical thinking in year 12 multilingual classrooms: a collaborative studyen_NZ
dc.typeJournal Article
dc.identifier.doi10.1007/s13394-023-00472-yen_NZ
dc.relation.isPartOfMathematics Education Research Journalen_NZ
pubs.elements-id329329
pubs.publication-statusPublisheden_NZ
dc.identifier.eissn2211-050Xen_NZ


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