Authors:
- Addresses the concerns over language and mathematics education
- Incorporates social justice components in mathematics education
- Includes the latest research on incorporating and implementing innovative teaching strategies to meet the learning needs of Indigenous students
Part of the book series: Mathematics Education Library (MELI, volume 52)
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Table of contents (13 chapters)
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Front Matter
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Meeting Political Challenges
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Front Matter
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Meeting Mathematical Challenges
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Front Matter
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Meeting Community Challenges
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Front Matter
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Meeting Pedagogical Challenges
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Front Matter
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Back Matter
About this book
Keywords
- Community Challenges
- Engineered Vocabulary
- Indigenous Classrooms
- Language Fluency and Mathematics
- Logical Connectives
- Maori
- Mathematics Education
- Mathematics Register Acquisition
- Mathematics at Home
- Political Challenges
- Simultaneous Learning of Language
- Social Justice in Mathematics
- Understanding Probability
- Writing in Mathematics
Reviews
From the reviews:
“This book is about mathematics in te reo Māori, the Indigenous language of Aetoroa New Zealand … . The theoretical development is worthy of note by all mathematics educators … . It provides a comprehensive coverage of how one large Indigenous language group nationally developed its mathematics register and met the challenges of implementing education in te reo Māori. … it provides, for every mathematics educator, a strong recognition of the importance of ethnomathematics in current school education.” (Kay Owens, Mathematics Education Research Journal, Vol. 25, 2013)
“The book presents eleven self-contained case studies, each highlighting a different aspect of using te reo Maori in mathematics classrooms. … The unprecedented comprehensiveness of this research does provide insights well beyond the particular case of te kura kaupapa Maori o te koutu. The book, therefore, will be of interest not only to the ethnomathematical specialist but to anyone interested in the teaching and learning of mathematics in a context of cultural difference.” (Philipp Ullmann, Zentralblatt MATH, Vol. 1242, 2012)
Authors and Affiliations
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School of Education, Charles Sturt University, Wagga Wagga, Australia
Tamsin Meaney
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Faculty of Education, University of Auckland, Auckland, New Zealand
Tony Trinick
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Te Kura Kaupapa Maori O Te Koutu, Rotorua, New Zealand
Uenuku Fairhall
About the authors
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 Mäori immersion school in New Zealand. Her present research continues her work with the Kura Kaupapa Mäori 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 Mäori. These include the development of the first Indigenous mathematics curriculum in the Mäori language, a range of professional learning opportunities for pre-service and in-service teachers in Mäori medium contexts and the development of the Mäori medium mathematics register. These developments have highlighted the many linguistic challengers that impact on the teaching and learning of mathematics in the medium of Mäori. He works at the Faculty of Education, the University of Auckland. His current research investigates the mathematics register usage in Mäori 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 Mäori 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 Mäori mathematics register and curriculum. He was also a coordinator and translator for senior examinations and standards. His other interestsinclude the composition of Mäori song lyrics and writing, having twice won the national prize for the writing of a short story in Mäori.
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 Mäori mathematics register and curriculum. He was also a coordinator and translator for senior examinations and standards. His other interests include the composition of Mäori song lyrics and writing, having twice won the national prize for the writing of a short story in Mäori.
Bibliographic Information
Book Title: Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms
Authors: Tamsin Meaney, Tony Trinick, Uenuku Fairhall
Series Title: Mathematics Education Library
DOI: https://doi.org/10.1007/978-94-007-1994-1
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-1993-4Published: 04 October 2011
Softcover ISBN: 978-94-007-3735-8Published: 29 November 2013
eBook ISBN: 978-94-007-1994-1Published: 03 October 2011
Series ISSN: 0924-4921
Series E-ISSN: 2214-983X
Edition Number: 1
Number of Pages: XII, 312
Topics: Mathematics Education, Language Education