Strength-­based mathematics learning for diverse students: Providing equitable opportunities to learn mathematics

In New Zealand, a disproportionate number of Pasifika and indigenous Maori students achieve at lower levels than students from European and Asian backgrounds in the schooling system.  However, we know that frequently their achievement and failures are not dependent on their own effort but instead a product of the cultural context of the mathematics classroom and forms of teaching used.

In this talk, I will explore the opportunities and/or barriers which affect the learning of these groups of students in differential ways. Taking a strength-­based approach, I will present ways the home culture and values can be used as learning tools to empower Pasifika and other diverse students. I will draw on classroom episodes to show how the role teachers take in the classroom is central to how their students participate and communicate effectively in mathematics. I will also illustrate how ensuring that all students learn to explain and justify their mathematical reasoning, inquire into and explore the reasoning of others, and justify or
challenge this reasoning, as appropriate, is a critical equity issue of students are to be given opportunities to learn deep and rich conceptual understandings of mathematics.

Dr Jodie Hunter, Massey University
Dr Jodie Hunter is a Senior Lecturer at Massey University, New Zealand. She co-­leads a large scale professional learning and development projects in NZ in over 120 schools called ‘Developing Mathematical Inquiry Communities’. This project aims to accelerate the achievement of Pasifika and other diverse students in mathematics. Recently, Jodie was a Fulbright scholar at the University of Arizona studying the use of funds of knowledge models with diverse students. Jodie’s research focuses on early algebraic reasoning and drawing on students’ funds of knowledge to develop culturally relevant tasks.

Seminar detail

Date: 12th April, 2019

Time: 1:15pm - 2:45pm

Room Building 31A, Room 103


Building 31A, Room 103