The views of Pasifika students in New Zealand about communicating mathematically

Sharma, Sashi; Young-Loveridge, Jenny; Taylor, Merilyn; Hawera, Ngārewa

doi:10.1080/02188791.2011.621685

Cited by 9 publications

(3 citation statements)

References 23 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%

“…However, the researchers noted that the results may have been affected by the relatively large number of migrant students included in the sample.There have been few studies involving specific investigation of mathematics educational values of Pa ¯sifika students in New Zealand. Most studies (e.g.,Anthony, 2013;Hunter & Anthony, 2011;Sharma et al, 2011) undertaken within New Zealand with this group of students provide insight into valuing through examining student perceptions of what it means to be a "good" teacher or student perspectives of mathematical learning in the classroom. Overall, these studies appear to indicate that Pa ¯sifika students' values within schooling align with their collectivist cultural values from the home and community.…”

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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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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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“…Chinese students consistently espoused accomplishment (e.g., achievement, smartness, and memory), perseverance (e.g., effort and practice), and teacher-directed (e.g., teacher explanations, strictness, and teacher-led board work) values (Law et al, 2011;Lim, 2015;Zhang, 2019). New Zealand Māori and Pāsifika (people originating from the Pacific Islands) mathematics students valued family, having a respectful teacher, peer relationships, and collaborative mathematics pedagogy, highlighting the overlap between these students' cultural and mathematics educational values (Anthony, 2013;Hill, 2018;Hill et al, 2019;Sharma et al, 2011). In Australia, students valued a fun and relaxing environment, positive relationships with peers and teachers, a sense of accomplishment, relevance and meaning, and engagement (Seah & Peng, 2012).…”

Section: Values and Valuing In Mathematics Educationmentioning

confidence: 99%

Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values

Hill

Seah

Driel

2020

ECNU Review of Education

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Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understood, and intersection between students’ values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values. Design/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis. Findings: Findings supported the MWB framework and confirmed an alignment between students’ values and well-being in mathematics education. Originality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas to target to improve student well-being, and highlights congruences and discordances between well-being and values.

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What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?

Hill

Hunter

2019

Values and Valuing in Mathematics Education

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Achieving equity for all mathematical learners is an urgent challenge for educators. Within New Zealand, Pāsifika students are at a much greater risk of underachievement than students from other ethnic groups (Caygill et al. in TIMSS 2015: New Zealand Year 5 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016a; Caygill et al. in TIMSS 2015: New Zealand Year 9 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016b). In this chapter, we examine and explore the mathematics educational values of middle school Pāsifika students in New Zealand based on their significance in contributing to more effective and equitable mathematics learning. Drawing on survey responses and individual interviews with 131 Year Seven and Eight Pāsifika students, we highlight the most frequently espoused mathematics educational values as utility, peer collaboration/group-work, effort/practice, and family/familial support. Results from this study provide insight into what is valued by Pāsifika students and the types of classroom culture and pedagogy which could be developed to align with these students' values. The wider implications of the study address the need for educators to examine the mathematics educational values of minority students in order to provide equitable mathematics classrooms.

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The views of Pasifika students in New Zealand about communicating mathematically

Cited by 9 publications

References 23 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

Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values

What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?

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