Implementing localised curriculum drawing on a funds of knowledge perspective

Abstract

In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.

Unleashing the full potential of teachers

“…On this occasion, and previously (Cowie & Trevethan, 2021), teacher funds of knowledge and identity emerged as important when our focus was on culturally responsive pedagogy. While Aotearoa New Zealand colleagues have provided insights into the value of attending to students' funds of knowledge (see Cooper et al, 2023;Cowie & Trevethan, 2021;Fox-Turnbull, 2015;Hedges, 2022;Hogg, 2016;Hunter et al, 2020), less attention has been paid to teacher funds of knowledge. One possibility in relation to this, based on our interactions with prospective teachers, is that teachers may not be aware of or confident about the value of the knowledge and relationships they have formed outside their academic spheres.…”

‘It’s not fantasy storybooks’: The funds of identity approach in creating storybooks for deaf pupils

“…Ekspresi dan tingkah laku positif murid-murid semasa kali pertama melihat bukubuku cerita yang dihasilkan telah meyakinkan saya betapa pentingnya membina bahan pengajaran yang berkaitan pengalaman sebenar mereka bagi menarik minat untuk memperoleh ilmu. Perkara ini juga disokong oleh literatur, kandungan kurikulum yang dihubungkan dengan konteks sebenar mengikut pengalaman hidup murid adalah penting untuk menggalakkan motivasi dan pelibatan murid dalam pembelajaran (Hunter et al, 2020;Ordoñez et al, 2018). Pembinaan buku cerita yang menggunakan foto murid sebagai ilustrasi dan jalan penceritaan sebenar telah memotivasikan dan memudahkan murid-murid untuk membuat perkaitan antara cerita tersebut dengan realiti dan memori di sekeliling mereka.…”