Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms (Record no. 104358)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 07672nam a22004935i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 978-94-007-1994-1 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140220083339.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 111001s2012 ne | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789400719941 |
| -- | 978-94-007-1994-1 |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-94-007-1994-1 |
| Source of number or code | doi |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC8-6691 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JNU |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | PB |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU029010 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Meaney, Tamsin. |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms |
| Medium | [electronic resource] / |
| Statement of responsibility, etc | by Tamsin Meaney, Tony Trinick, Uenuku Fairhall. |
| 264 #1 - | |
| -- | Dordrecht : |
| -- | Springer Netherlands, |
| -- | 2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | XII, 312 p. |
| Other physical details | online resource. |
| 336 ## - | |
| -- | text |
| -- | txt |
| -- | rdacontent |
| 337 ## - | |
| -- | computer |
| -- | c |
| -- | rdamedia |
| 338 ## - | |
| -- | online resource |
| -- | cr |
| -- | rdacarrier |
| 347 ## - | |
| -- | text file |
| -- | |
| -- | rda |
| 490 1# - SERIES STATEMENT | |
| Series statement | Mathematics Education Library ; |
| Volume number/sequential designation | 52 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Table of Contents -- Acknowledgement -- Glossary -- Chapter 1 Introduction to the book and themes.-The school and the data -- Using case studies -- The complexity of learning mathematics in an Indigenous language -- Meeting and overcoming challenges. Section A Meeting Political Challenges Maui -- Chapter 2 The development of a mathematics register in an Indigenous language -- Te wero no waho – the external challenge -- Te wero no roto – the internal challenge -- The process of expanding the mathematics register in te reo Mäori -- The Standardising Process -- Challenges to Te Reo Mäori from developing the mathematics register -- Meeting challenges -- Chapter 3 History of Te Koutu – the politicisation of a local community -- The history of Te Koutu -- Governance and whänau involvement in the school -- Meeting challenges in establishing and operating Te Koutu -- Chapter 4 It is kind of hard to develop ideas when you couldn’t understand the question: Doing exams bilingually -- National Certificate in Educational Achievement -- Making the exams bilingual -- Results from bilingual NCEA examinations -- Equivalence in Bilingual Education -- Improving the quality of the te reo Mäori examinations -- Students’ Responses to Doing Exams Bilingually -- Meeting the challenge of doing exams bilingually -- Section B Meeting Mathematical Challenges -- Maui -- Chapter 5 The resources in te reo Mäori for students thinking mathematically -- Resources in te reo Mäori -- Linguistic markers -- Transparency within terms. - Logical connectives -- Linguistic complexity -- The teacher’s role in supporting students’ spoken explanations -- Kanikani ängarau – dancing mathematics -- Meeting challenges around thinking mathematically -- Chapter 6 Writing to help students think mathematically -- The role of literacy within a traditionally oral culture -- Writing to support reflection -- Types of writing in mathematics -- Writing in mathematics at Te Koutu -- Whakaahua -- Whakamärama -- Parahau -- Judging the quality of mathematical writing -- Students’ views about writing in mathematics -- Challenges in writing to support mathematical thinking -- Chapter 7 The case of probability.- Students learning about probability -- Learning to think about probability -- Developing the idea of likelihood in the beginning school years -- Developing ideas about the probability of events at the end of primary school -- Developing ideas about the probability of events in Intermediate and High School -- Meeting the challenge of using language for thinking probabilistically -- Section C Meeting Community Challenges -- Maui -- Chapter 8 Using the mathematics register outside the classroom -- Te reo Māori and broadcasting -- The use of the mathematic register on Māori television -- The use of te reo Mäori by students once they finish their Mäori-medium schooling -- Using te reo Mäori for further study -- Using te reo Mäori in the work place -- Using te reo Mäori for socialising -- Meeting challenges -- Chapter 9 Teachers as learners of the mathematics register -- Language knowledge as part of pedagogical content knowledge -- Initial teacher education for Mäori-medium teachers -- Learning on the job: The situation at Te Koutu -- Strategies for learning the mathematics register whilst at work -- Professional development for teachers of mathematics in te reo Mäori -- Meeting the challenges of teachers learning the mathematics register -- Section D Meeting pedagogical challenges -- Maui -- Chapter 10 They don’t use the words unless you really teach them: mathematical Register Acquisition Model -- Mathematics Register Acquisition Model (MRA) -- Kitenga/Noticing -- Taunga/Integration -- Putanga/Output -- Combining strategies for effectiveness -- Language acquisition strategies and year level -- The effect of the newness of the topic on strategy use -- Meeting the challenge of documenting how teachers supported students to acquire the mathematics register -- Chapter 11 “Mäori were traditional explorers”: Mäori Pedagogical Practices -- What are pedagogical practices? -- What are Mäori pedagogical practices? -- Te Aho Matua -- Pedagogical practices at Te Koutu -- Te Reo -- Ngä Iwi -- Te Ao.- Ähuatanga Ako -- Te Tino Uaratanga.- Meeting the challenge of working within Mäori pedagogy -- Chapter 12 “And that’s what you want to happen. You want the shift in classroom practice.” -- The teachers’ experiences of learning.-The wider societal structures as influences on the teachers’ learning -- Perceptions of themselves within the immediate context as influences on teachers’ learning -- Teachers’ sense of self as an influence on their learning -- Meeting the challenge of changing teachers’ practices -- Chapter 13 Collaborating to meet challenges -- The complexity of factors that interact when meeting challenges -- The stages in meeting challenges -- The features of collaboration that support meeting challenges -- Conclusion. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Language can be simultaneously both a support and a hindrance to students’ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges—political, mathematical, community based, and pedagogical— to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms is of interest to librarians, researchers, and educators in mathematics, social justice, and education |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Language and languages. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics. |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Language Education. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Trinick, Tony. |
| Relator term | author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Fairhall, Uenuku. |
| Relator term | author. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Display text | Printed edition: |
| International Standard Book Number | 9789400719934 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Mathematics Education Library ; |
| Volume number/sequential designation | 52 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-94-007-1994-1 |
| 912 ## - | |
| -- | ZDB-2-SHU |
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