Cultural and Social Aspects of Mathematics Education: Responding to Bishop’s Challenge

Barton, Bill

doi:10.1007/978-0-387-09673-5_9

Cited by 6 publications

(8 citation statements)

References 30 publications

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“…However, there has been growing recognition of the inherently cultural nature of mathematics (Bishop, 1988;D'Ambrosio, 1985) and the impact of values in mathematics education on both cognitive and affective outcomes for students (Seah, 2018). In the case of New Zealand, the underachievement and disengagement from mathematics of specific groups such as Pa ¯sifika students can be attributed to a predominantly Eurocentric education system (Barton, 1995;Civil & Hunter, 2015;Hunter & Anthony, 2011;Sharma et al, 2011;Thaman, 2005). For example, in New Zealand mathematics classrooms, there is wide use of ability grouping, along with a focus on competition, Thaman (2005) Rimoni, 2019;Hunter et al, 2016;Phan, 2010;Thaman, 2005;Uehara et al, 2018) remaining quiet are perceived by teachers as passive and reluctant to participate (Hunter et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values

Hunter

2020

ECNU Review of Education

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Purpose: This article investigates the mathematics educational values of Pāsifika students in New Zealand. It draws on student voice to examine Pāsifika students’ understanding of mathematics educational values and their reasons for rating values at different levels of importance. Design/Approach/Methods: The study involved Years 7 and 8 Pāsifika students from two low-socioeconomic middle schools. Students selected their most and least important mathematics educational value statements on a survey. Semi-structured individual interviews were used to investigate their reasons for selecting the values. Findings: The mathematics educational values ranked highly by the greatest percentage of students were practice, family, respect, and persistence. In contrast, the values of accuracy and utility were rated as least important. Student interview data revealed commonalities in accounting for the importance of different values. The findings indicate an intersection between the mathematics educational values and cultural values of Pāsifika people. Originality/Value: There have been few studies that have explored the mathematics educational values of Pāsifika students. The current study provides insight into why specific values are important to Pāsifika students and how these may influence classroom interactions. The use of student interview data widens the existing literature focused on values in mathematics education.

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Section: Introductionmentioning

confidence: 99%

An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values

Hunter

2020

ECNU Review of Education

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“…In Chapter 9, Barton (2008) highlights Bishop's insight that teaching and learning mathematics is not merely an act of knowledge acquisition, but also a cultural act. Barton details several directions that cultural awareness took including the cultural aspect of Math Wars, and then focuses on the emergence of the field of ethnomathematics.…”

Section: The Sequence Of Critical Issuesmentioning

confidence: 98%

Clarkson, P., Presmeg, N. (eds) (2008): Critical Issues in Mathematics Education: Major Contributions of Alan Bishop

Peled

2009

ZDM Mathematics Education

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“…When Māori-medium education emerged in the 1980s, it was still not directly represented in positions of power and influence in the government, the MoE, and the mathematics education community generally. For example, acknowledging and incorporating the cultural element of subjects such as mathematics (ethnomathematics) is often met with strong resistance (Barton, 2008), particularly from mathematicians and mathematics educators who view mathematical thought as universal and culture-free (Ernest, 1991). This relates to Bourdieu's concept of doxa (common belief) in the field of mathematics education, which in turn influences beliefs at various levels of society both at the macro-and micro-levels.…”

Section: Where To From Here?mentioning

confidence: 99%

Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education

Allen

Trinick

2021

Educ Stud Math

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This article is a synthesis of the historical account of the ongoing suppression of Māori indigeneity (language and cultural knowledge) in mathematics education for over 100 years. During that time, Māori, the Indigenous people of Aotearoa New Zealand, have been ravaged by the effects of globalisation as an outcome of colonisation, resulting in loss of property, linguistic, and cultural rights, that have been compounded by the damaging effects of diseases that have cumulatively sustained negative socioeconomic and education outcomes to this day. The COVID-19 pandemic, which arrived on Aotearoa New Zealand shores in February 2020, exposed and further exacerbated the deep inequities that already existed due to the legacy of assimilation policies. This article draws on Bourdieu's notions of capital, habitus, and field to frame our analysis of the capacity and potential for Māori to act as agents within, and against, multiple cultural and structural pressures that have impacted the historical development of Māori-medium mathematics education, and the capacity of the Māori-medium mathematics community to cope while schools were closed during the COVID-19 pandemic. This article reveals that despite some recent positive structural changes in response to the emergence of Māori-medium schooling in the 1980s, and partly due to the high status of mathematics educationally, many structural challenges remain. In 2020, in response to having to deliver mathematics education remotely, the Māori-medium community, including parents, teachers, and associates, used their individual and collective agency to overcome the structural barriers created by physical school closures.

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Cultural and Social Aspects of Mathematics Education: Responding to Bishop’s Challenge

Cited by 6 publications

References 30 publications

An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values

An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values

Clarkson, P., Presmeg, N. (eds) (2008): Critical Issues in Mathematics Education: Major Contributions of Alan Bishop

Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education

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