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One Size Does NOT Fit All: Achieving Equity in Māori Mathematics Classrooms

Tamsin Meaney, Tony Trinick, and Uenuku Fairhall 

January 2013, Volume 44, Issue 1, Page 235

This article explores how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. For equity to be achieved regarding students’ mathematics learning, parents’ and the community’s aspirations for students’ education need to be infused into debates about the knowledge that teachers are expected to include in their teaching.

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Equity / Diversity / Special Needs