This project explores how culturally responsive pedagogy influences the mathematical disposition and achievement outcomes of diverse learners (Māori and Pāsifika nations students) in high poverty areas in urban Auckland. We investigate how attending to culture, language, and identity affects the construction of mathematical dispositions and how the elements of ambitious or inquiry teaching support students developing rich mathematical understandings. Using classroom data we examine the role of mentors working with teachers to co-construct mathematical inquiry communities and explore how this is achieved in culturally responsive ways.
Research team: Associate Professor Roberta Hunter, Dr Jodie Hunter, Trevor Bills, Generosa Leach, Professor Glenda Anthony
Video resource outputs: see the NZ Maths website.
A series of 14 videos featuring the Developing Mathematical Inquiry Communities - Hangaia te Urupounamu Pāngarau Mō Tātou is available on the Education Counts website.
Funding: New Zealand Ministry of Education