Language can be both a support and a hindrance to students' learning of mathematics. This book identifies some of the challenges - political, mathematical, community based, and pedagogical - to the mathematics register, faced by an Indigenous school.

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 challengespolitical, mathematical, community based, and pedagogical to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.

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

Autorentext

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.

Inhalt

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 Mäori.- The Standardising Process.- Challenges to Te Reo Mäori 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 whänau 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 Mäori 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 Mäori for students thinking mathematically.- Resources in te reo Mäori.- Linguistic markers.- Transparency within terms. - Logical connectives.- Linguistic complexity.- The teacher's role in supporting students' spoken explanations.- Kanikani ängarau dancing mathematics.- Meeting challenges around thinkingmathematically.- 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.- Whakamärama.- 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 C Meeting Community Challenges.- Maui.- Chapter 8 Using the mathematics register outside the classroom.- Te reo Mori and broadcasting.- The use of the mathematic register on M *ori television.- The use of te reo Mäori by students once they finish their Mäori-medium schooling.- Using te reo Mäori for further study.- Using te reo Mäori in the work place.- Using te reo Mäori 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 Mäori-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 Mäori.- Meeting the challenges of teachers learning the mathematics register.- Section D Meeting pedagogical challenges.- Maui.- Chapter 10 They 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 Mäori were traditional explorers: Mäori Pedagogical Practices.- What are pedagogical practices?.- What ar…