Springer Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms: 52 (Mathematics Education Library, 52)

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. Review 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) From the Back Cover 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 challenges―political, 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. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms is of interest to librarians, researchers, and educators in mathematics, social justice, and education About the Author 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 Fairh