Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners.
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| Title: | Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners. |
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| Authors: | Hunter, Roberta |
| Source: | Theory Into Practice. Winter2023, Vol. 62 Issue 1, p79-89. 11p. |
| Subjects: | Mathematics education, Mathematics research, Wood, Terry, Teaching methods, Mathematics students |
| Abstract: | Research by Wood and her colleagues has had a lasting and transformative impact on the mathematical outcomes for Pāsifika learners is Aotearoa/New Zealand. In this chapter, I describe a journey from what began as a solitary teacher searching for answers for their own discomfort at the inequitable outcomes for some students in her classroom to that of teacher educator and researcher. I describe the excitement of finding a myriad of studies by Wood and peers which opened doors to potential changes in pedagogical practices to better meet the needs of Pāsifika and Māori students. I outline the essence of these many studies and how they have been foundational for current 21st century mathematics classrooms. More importantly, I show how Wood and her fellow researcher's many theories have been extended in practical ways to be inclusive and build on the cultural and social world of Pāsifika and Māori students. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 161465950 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hunter%2C+Roberta%22">Hunter, Roberta</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Winter2023, Vol. 62 Issue 1, p79-89. 11p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+research%22">Mathematics research</searchLink><br /><searchLink fieldCode="DE" term="%22Wood%2C+Terry%22">Wood, Terry</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research by Wood and her colleagues has had a lasting and transformative impact on the mathematical outcomes for Pāsifika learners is Aotearoa/New Zealand. In this chapter, I describe a journey from what began as a solitary teacher searching for answers for their own discomfort at the inequitable outcomes for some students in her classroom to that of teacher educator and researcher. I describe the excitement of finding a myriad of studies by Wood and peers which opened doors to potential changes in pedagogical practices to better meet the needs of Pāsifika and Māori students. I outline the essence of these many studies and how they have been foundational for current 21st century mathematics classrooms. More importantly, I show how Wood and her fellow researcher's many theories have been extended in practical ways to be inclusive and build on the cultural and social world of Pāsifika and Māori students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=161465950 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00405841.2022.2135903 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 79 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics research Type: general – SubjectFull: Wood, Terry Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Mathematics students Type: general Titles: – TitleFull: Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hunter, Roberta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00405841 Numbering: – Type: volume Value: 62 – Type: issue Value: 1 Titles: – TitleFull: Theory Into Practice Type: main |
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