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Produktbild: Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms
Band 52

Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms

Aus der Reihe Mathematics Education Library

97,99 €

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Beschreibung

Produktdetails

ISBN

978-94-007-3735-8

Auflage

2012

Erscheinungsdatum

29.11.2013

Einband

Taschenbuch

Verlag

Springer Netherland

Seitenzahl

312

Maße (L/B/H)

23,5/15,5/1,8 cm

Gewicht

493 g

Sprache

Englisch

Beschreibung

Rezension

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)

Produktdetails

ISBN

978-94-007-3735-8

Auflage

2012

Erscheinungsdatum

29.11.2013

Einband

Taschenbuch

Verlag

Springer Netherland

Seitenzahl

312

Maße (L/B/H)

23,5/15,5/1,8 cm

Gewicht

493 g

Sprache

Englisch

Herstelleradresse

Springer-Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE

Email: GPSR Kontakt

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  • Produktbild: Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms

  • 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 Māori
    and broadcasting.- The use of the mathematic register on
    M
    ā
    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 are Mäori pedagogical practices?.- Te Aho Matua.- Pedagogical practices at Te Koutu.- Te Reo.- Ngä Iwi.- Te Ao.- Ähuatanga Ako.- Te Tino Uaratanga.- Meeting the challenge of working within Mäori pedagogy.- Chapter 12 “And that’s what you want to happen. You want the shift in classroom practice.”.- The teachers’ experiences of learning.-The wider societal structures as influences on the teachers’ learning.- Perceptions of themselves within the immediate context asinfluences on teachers’ learning.- Teachers’ sense of self as an influence on their learning.- Meeting the challenge of changing teachers’ practices.- Chapter 13 Collaborating to meet challenges.- The complexity of factors that interact when meeting challenges.- The stages in meeting challenges.- The features of collaboration that support meeting challenges.- Conclusion.