We are delighted that Dr Jodie Hunter has been appointed to the Board of the New Zealand Council for Educational Research (NZCER) on the recommendation of Associate Minister of Education Jenny Salesa. Dr Jodie Hunter is a Senior Lecturer at Massey University’s Institute of Education. Her research covers the areas of mathematics, education and Pacific education. She is also a member of the Ministerial Advisory Group developing a 10-year Strategic Plan for Early Learning. NZCER is Aotearoa New Zealand’s independent, statutory education research and development organisation, established in 1934. CeRME wishes Jodie well in this position and know that in addition to the many other roles that Jodie has, especially with DMIC, Jodie will make a valuable contribution to the Board.
Congratulations to Associate CeRME member Anne Lawrence (on the right) who was part of the 100-level Statistics Team. The 100-level Statistics Team from the Institute of Fundamental Sciences, is described as epitomising "enthusiasm, care and warmth". They tailor their teaching to suit the diversity of learners on their course and embrace diversity by working to create a learning environment that acknowledges Māori and Pasifika student needs, caters to students with learning and physical disabilities and promotes and supports female student participation in STEM subjects.
Mathematics and Statistics Professional Development opportunity for senior secondary teachers. The day is for the Mathematics and Statistics community including all secondary Maths and Stats teachers, as well as researchers, tertiary students and academic staff.
CeRME is delighted to be the sponsor for the keynote speaker—A/Professor Catherine Attard (Centre for Educational Research at Western Sydney University) - for the Manawatu Mathematics Teachers’ Association Mathematics Symposium. Held at Somerset Crescent School Palmerston North, Oct 10, 2018, Catherine will talk about her research work on student and teacher engagement and will also present a workshop on digital technology in the mathematics classroom. Information about registration is available from the MMTA website.
Congratulations to our postgraduate students on the recent publication of their research:
Alsaleh, F., & Anthony, G. (2018). Preparedness to teach: The perspective of Saudi female pre-service mathematics teachers In J. Hunter, P. Perger, & L. Darragh (Eds.), Proceedings of the 41st Annual conference of the Mathematics Education Research Group of Australasia (pp. 114-121). Auckland: MERGA.
Gasson, F., & Anthony, G. (2018). Enhancing communication and participation within mathematical inquiry communities through New Zealand Sign Language Kairaranga, 21-27.
The Mathematics Education Research Group of Australian presented the MERGA Research Award to members of the DMIC team (represented by Co-Leaders Professor Bobbie Hunter and Dr Jodie Hunter, Trevor Bills, and Professor Glenda Anthony) at the recent annual conference held at Auckland. This prestigious award is for an individual or a team that has made an outstanding contribution to mathematics education research in the previous three years. We are proud that the research produced by the DMIC team focused on culturally responsive pedagogies, collaborative grouping, and professional learning has been recognised in terms of both scholarship and impact.
We are delighted to release a summary report of CeRME's activities for 2017 - and first half of 2018. Collating the efforts and impact of members work certainly brought home how busy we have all been. We are delighted to showcase the wonderful work of our postgraduate students and the DMIC team, in making a real difference to classrooms in Aotearoa New Zealand. The report also highlights how research and teaching go hand-in-hand with some wonderful acknowledgements of teaching and supervision expertise for members.
The Massey University team is hosting the Mathematics Education Research Group of Australasia conference in July 2018. We have taken advantage of the range of international Mathematics Education researchers who will be visiting to arrange a Teachers Day prior to the conference. This will be held on Saturday 30th of June from 9am – 3pm at Massey University, Albany Campus. It is a one-off event and the places are limited so “first in, first served”. It is an awesome professional development opportunity which will cost $120 for each teacher to attend but this includes an international keynote from the USA plus three workshops as well as morning tea and lunch.
A new blog series has been published based on the symposium delivered by CeRME members at the 2018 American Educational Research Association conference in New York. The symposium was entitled "Joining the pieces of the tivaevae to enact strength-based mathematics learning for Pāsifika students in Aotearoa New Zealand" and drew on research within the Developing Mathematical Inquiry Communities (DMIC) project.
Professor Roberta Hunter, Dr Jodie Hunter and DMIC mentor Bronwyn Gibbs represented DMIC at the recent "Taking the Lead - Celebrating our Curricula" hui organised by NZEI Te Riu Roa. Their presentations were recorded and are now available to be viewed.
CeRME director Professor Glenda Anthony and DMIC co-leaders Professor Bobbie Hunter and Dr Jodie Hunter presented a symposium this week at the prestigious American Educational Research Association's annual conference 2018 in New York. Their symposium was entitled "Joining the pieces of the tivaevae to enact strength-based mathematics learning for Pasifika students in Aotearoa New Zealand" and shared evidence of how the DMIC initiative has transformed the experiences of teachers, teacher educators, and students in NZ schools.
The NZ Ministry of Education have released a third video series highlighting the effective practice, professional learning and school improvement associated with the Developing Mathematical Inquiry Communities (DMIC) project. The 10-video series was launched at the NZEI symposium "Taking the lead – celebrating our curricula" in Wellington on 9 March 2018, where DMIC co-leaders Professor Roberta Hunter and Dr Jodie Hunter delivered a keynote presentation.
A recent article by NZEI matua takawaenga Laures Park highlights the successes achieved by schools implementing the Developing Mathematics Inquiry Communities (culturally responsive pedagogy) programme.
Professors Glenda Anthony and Roberta (Bobbie) Hunter, and Dr Jodie Hunter draw on research from teacher (MST) surveys and Developing Mathematics Inquiry Community classrooms to discuss alternatives to ‘ability grouping’ in primary maths classrooms. Check it out on the lastest NZARE BLOG https://nzareblog.wordpress.com/2018/02/19/grouping-primary-maths/
Congratulations to Professor Roberta Hunter and a prestigious international team of editors on the publication of Mathematical Discourse that Breaks Barriers and Creates Spaces for Marginalized Learners. The intention of the book is to “support mathematics education research, teacher educators, teachers and policy makings in providing positive solutions to the enduring challenge in mathematics education of enabling all participants including diverse students to equably access mathematical discourse”. Drawing on a range of research perspectives, the chapters offer the reader practical stories of equitable practices for diverse learners within a range of contexts.
CeRME extends our warmest congratulations to Professor Roberta (Bobbie) Hunter. Bobbie’s promotion to Professor recognises her outstanding contribution to mathematics education in New Zealand and internationally. Bobbie’s leadership in the development of Developing Mathematics Inquiry Communities (DMIC) reflects a sustained research agenda focused on equity and culturally responsive mathematics pedagogy. Working across more than 50 primary schools, the majority of which are high poverty schools, and providing consultation for several education programmes internationally, the impact of the DMIC has been powerful and extensive.
Mathematics and Pasifika: Can one exist without informing the other?
Working Towards a Vision of NZ Secondary School Mathematics for the 21st Century - your input needed
Professor Margaret Walshaw was awarded the College of Humanities and Social Sciences Research Award for Supervision on Monday 24 July. She was presented with her award by Pro-Vice-Chancellor Paul Spoonley at a ceremony, held in the Sir Geoffrey Peren Building, to recognise her distinguished record in supervising doctoral and master’s students. A large number of guests attended the ceremony.
Many congratulations to Dr Cami Sawyer (second from right), one of two Massey University Teaching Excellence Awards. Dr Sawyer, an associate member of CeRME, is a staff member in the Institute of Fundamental Sciences on the Manawatu campus. Previously Cami worked in the College of Education and was a local secondary teacher.
In presenting the awards, Professor Byrnes commented on Dr Sawyer’s enthusiastic approaching to teaching, noting her tutorial videos were widely appreciated by students. “Dr Sawyer’s desire to give students the best learning experience is reflected in her sustained commitment to continued development.
Many congratulations to Dr Jodie Hunter who was presented with the Massey University Early Career Award at the gala dinner in Auckland. Jodie’s research work in early algebra, and her work with the development of innovative teaching and effective pedagogy within the Developing Mathematics Inquiry Communities project accompanied with research on teacher learning and professional development was noted in her citation. Jodie has contributed to four projects that have received external funding totaling more than $2 million in recent years—most notably being a co-PI for the Developing Mathematics Inquiry Communities (Auckland, Porirua, Christchurch) funded at $1.35 million last year.
Videos capturing the excellent work arising from Hangaia te Urupounamu Pāngarau Mō Tātou Developing Mathematical Inquiry Communities are now available at Improvement in Mathematics Education: Evidence in Action | Education Counts .The five videos feature: Cultural identity; the professional learning and development approach; voice and confidence; geometry tasks; resilience; and lifting expectations.