Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners

Autor/inn/en	Hunter, Jodie; Miller, Jodie
Titel	Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 1, S.111-131 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Jodie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10135-0
Schlagwörter	Culturally Relevant Education; Algebra; Mathematics Achievement; Mathematical Logic; Young Children; Grade 2; Elementary School Students; Pacific Islanders; Indigenous Knowledge; Urban Areas; Socioeconomic Background; Cultural Background; Social Values; Student Diversity; Learner Engagement; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Frühe Kindheit; School year 02; 2. Schuljahr; Schuljahr 02; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Urban area; Stadtregion; Sozioökonomische Lage; Sozialer Wert; Ausland; Neuseeland
Abstract	Teaching in ways responsive to the cultures of our students is vital towards enhancing equity of access to mathematics achievement and putting educational policy into practice. New Zealand has the largest group of Pasifika people in the Western world, a multi-ethnic group of indigenous people from Pacific Island nations who have differing cultural values and experiences than the dominant Pakeha (Maori term commonly used to refer to European New Zealanders) population. This study aims to explore how patterning tasks based on indigenous patterns can support young diverse students to develop understanding of growing patterns. Two case studies are presented which show the results of an exploratory teaching experiment undertaken with one classroom of culturally diverse Year 2 students (6-year-olds) situated in an urban low socio-economic area. Data drawn for this paper includes video-recorded classroom observations, written responses from students, and reflective notes from the researcher and teacher from two lessons of a series of 10 lessons on growing patterns. Data analysis involved an iterative approach of repeated refinement cycles focusing on early algebraic thinking and the pedagogical actions of the teacher. Findings revealed that the use of indigenous patterns in conjunction with pedagogical actions drawing on cultural values was successful in engaging these students in early algebraic reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01