Māori medium children’s views about learning mathematics: possibilities for future directions

Hāwera, Ngārewa; Taylor, Merilyn

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Hawera, N. & Taylor, M. (2011). Māori medium children’s views about learning mathematics: possibilities for future directions. In Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011, incorporating the 23rd biennial conference of The Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc. (pp. 340-348). AAMT Inc. & MERGA Inc.

Permanent Research Commons link: https://hdl.handle.net/10289/5784

Abstract

Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

Date

2011

Type

Conference Contribution

Publisher

The Australian Association of Mathematics Teachers (AAMT) Inc. & Mathematics Education Research Group of Australasia (MERGA) Inc.

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This article has been published in Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011, incorporating the 23rd biennial conference of The Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc. © 2011 AAMT & MERGA. Used with permission.

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