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Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics

Abstract
This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.
Type
Journal Article
Type of thesis
Series
Citation
Hawera, N., & Taylor, M. (2014). Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics. Alternative, 10(2), 151–164.
Date
2014
Publisher
Ngā Pae o te Māramatanga
Degree
Supervisors
Rights
This article has been published in the journal: Alternative. Used with permission.