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Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms [[electronic resource] /] / by Tamsin Meaney, Tony Trinick, Uenuku Fairhall
| Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms [[electronic resource] /] / by Tamsin Meaney, Tony Trinick, Uenuku Fairhall |
| Autore | Meaney Tamsin |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2012 |
| Descrizione fisica | 1 online resource (310 p.) |
| Disciplina | 510.71 |
| Collana | Mathematics Education Library |
| Soggetto topico |
Mathematics - Study and teaching
Language and education Mathematics Education Language Education |
| ISBN |
1-283-45613-3
9786613456137 94-007-1994-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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 thinking mathematically -- 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 Māori 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 as influences 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. |
| Record Nr. | UNINA-9910781874003321 |
Meaney Tamsin
|
||
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms [[electronic resource] /] / by Tamsin Meaney, Tony Trinick, Uenuku Fairhall
| Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms [[electronic resource] /] / by Tamsin Meaney, Tony Trinick, Uenuku Fairhall |
| Autore | Meaney Tamsin |
| Edizione | [1st ed. 2012.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2012 |
| Descrizione fisica | 1 online resource (310 p.) |
| Disciplina | 510.71 |
| Collana | Mathematics Education Library |
| Soggetto topico |
Mathematics - Study and teaching
Language and education Mathematics Education Language Education |
| ISBN |
1-283-45613-3
9786613456137 94-007-1994-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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 thinking mathematically -- 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 Māori 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 as influences 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. |
| Record Nr. | UNINA-9910820364603321 |
|
Meaney Tamsin
|
||
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||