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ERIC Number: EJ1431209
Record Type: Journal
Publication Date: 2024-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: EISSN-1573-0816
Weaving Together the Threads of Indigenous Knowledge and Mathematics
Jodie Hunter; Roberta Hunter
Educational Studies in Mathematics, v116 n3 p501-518 2024
As in many countries, for decades in Aotearoa (New Zealand), we have heard the story of the Pacific and Maori achievement gap in mathematics. This has become a widely accepted part of beliefs constructed across multiple communities about students and schools and who can do and learn mathematics successfully. A common response by policy makers and educators alike is to fix the problem of those deemed academically bleak by putting in place a range of interventions. In this article, we challenge the positioning of Pacific students as a problem to be fixed and instead focus on how we can address the practices inherent in historical forms of institutionalised racism related to colonisation. We use an Indigenous research model - Tivaevae - to develop an exemplary case study of the teachers and students from one low socio-economic urban school as they were involved in conscientisation and the reconstitution of educational practices to privilege indigenous knowledge systems. The findings highlight one model of how teachers and students can change institutionalised Western world practices in the mathematics classroom. We argue that the shift to honouring indigenous knowledge systems and a strength-based approach provided opportunities for Pacific students to learn mathematics in ways that supported them to build strong mathematical dispositions, and rather than being assimilated, retain their cultural identity.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A