Description
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 Mori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members. Tamsin Meaney has worked as a teacher in many situations, which have made her consider the relationship between language and mathematics learning. These include working with ESL students at a Technical and Further Education College in Sydney; Aboriginal students at schools in remote communities in the Northern Territory of Australia; teachers in the Republic of Kiribati while writing junior secondary mathematics textbooks; and parents and teachers of a Mori immersion school in New Zealand. Her present research continues her work with the Kura Kaupapa Mori o te Koutu with the teachers on language issues in regard to mathematics education. She now works at Charles Sturt University in Wagga Wagga. Tony Trinick has worked in a range of mathematics education developments in the medium of Mori. These include the development of the first Indigenous mathematics curriculum in the Mori language, a range of professional learning opportunities for pre-service and in-service teachers in Mori medium contexts and the development of the Mori medium mathematics register. These developments have highlighted the many linguistic challengers that impact on the teaching and learning of mathematics in the medium of Mori. He works at the Faculty of Education, the University of Auckland. His current research investigates the mathematics register usage in Mori medium contexts, the implications for learning and teaching and unique linguistic and cultural aspects of the register. Uenuku Fairhall has been principal and teacher of a Mori immersion school in Rotorua, New Zealand, since 1998. Previously he had been involved with kohanga reo (language nest early childhood centres) and secondary school immersion units. Uenuku, along with Tony Trinick, was part of the team that developed the Mori mathematics register and curriculum. He was also a coordinator and translator for senior examinations and standards. His other interests include the composition of Mori song lyrics and writing, having twice won the national prize for the writing of a short story in Mori. kohanga reo (language nest early childhood centres) and secondary school immersion units. Uenuku, along with Tony Trinick, was part of the team that developed the Mori mathematics register and curriculum. He was also a coordinator and translator for senior examinations and standards. His other interests include the composition of Mori song lyrics and writing, having twice won the national prize for the writing of a short story in Mori. 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 Mori.- The Standardising Process.- Challenges to Te Reo Mori 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 whnau 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 Mori 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 Mori for students thinking mathematically.- Resources in te reo Mori.- Linguistic markers.- Transparency within terms. – Logical connectives.- Linguistic complexity.- The teacher’s role in supporting students’ spoken explanations.- Kanikani ngarau – dancing mathematics.- Meeting challenges around thinking mathematically.- 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.- Whakamrama.- 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 CMeeting Community Challenges.- Maui.- Chapter 8 Using the mathematics register outside the classroom.- Te reo Maori and broadcasting.- The use of the mathematic register on Maori television.- The use of te reo Mori by students once they finish their Mori-medium schooling.- Using te reo Mori for further study.- Using te reo Mori in the work place.- Using te reo Mori for socialising.- Meeting challenges.- Chapter 9 Teachers as learners of the mathematics register.- Language knowledge as part of pedagogical content knowledge.- Initial teacher education for Mori-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 Mori.- Meeting the challenges of teachers learning the mathematics register.- Section DMeeting pedagogical challenges.- Maui.- Chapter 10They 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 “Mori were traditional explorers”: Mori Pedagogical Practices.- What are pedagogical practices?.- What are Mori pedagogical practices?.- Te Aho Matua.- Pedagogical practices at Te Koutu.- Te Reo.- Ng Iwi.- Te Ao.-huatanga Ako.- Te Tino Uaratanga.-Meeting the challenge of working within Mori 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 as influences 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.
