Te reo tataitai: Developing rich mathematical language in Māori immersion classrooms
1. Aims, objectives, and research questions Kō ta te rangatira kai he kōrero As described in the whakatauaki (proverb) above, language is the food of
1. Aims, objectives, and research questions Kō ta te rangatira kai he kōrero As described in the whakatauaki (proverb) above, language is the food of
1. Introduction The research project on professional development reported here was conducted within the context of the Mathematics Enhancement Project. The Mathematics Enhancement Project involves
Introduction In recent years there has been a growing interest in the transition from school to university. Reports identify problems in transition as a significant
1. Introduction In this research project, a group of teachers developed their research capability through their investigation of the use of questioning to facilitate students’
Introduction The issue of mathematical knowledge of teachers has been documented in New Zealand for 80 years, but no effective long-term solution has been found;
Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical
Project description This project built on previous research showing that insufficient numbers of children reach expected levels of achievement in mathematics. Māori, Pasifika, and students
Introduction Seen by policy makers as both the cause of and a solution for education problems, teacher education is frequently criticised for not producing teachers
1. Mathematical parts and wholes Of all the subjects in the New Zealand school curriculum, mathematics is perhaps the most strongly associated in students’ minds
INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa
While research has told us much about primary school mathematics classrooms, we know less about what happens at the secondary school level. Our Teaching and
Confirm what happens to email addresses submitted? ie processes around the TLRI email subscriber list
Can we discuss navigation by Categories at our next meeting. Only 5 projects have been put into sub-categories (Maths and Assessment) above. It would be useful to have feedback as to whether it’s worth creating and assigning sub-categories for all the projects