1,720,967 research outputs found
Uruuru Whenua: Using Cultural Symmetry to Rebalance Mātauranga and School Mathematics
No full textTērā te karanga i te rangi He manu tuia, tui tuia Tuia i runga Tuia i raro Tuia i roto Tuia i waho Tuia te here tangata Ka rongo te pō Ka rongo te ao Haumi ē, Hui ē, Tāiki ē!(Kingi et al., 2021; Massey University, 2022; Tapiata, 2019) As Māori (Indigenous peoples) of Aotearoa/New Zealand, we invoke the words of karakia (oral chant) to bind ourselves to the environments we inhabit on land and at sea. The karakia presented here extolls the audience to take a bird’s perspective to become fully aware and present in what is happening above, below, and all around them in both light and darkness. This way, spatial awareness and reasoning intertwine with Māori oral and visual narrative practices and daily rituals. To ensure the intergenerational transmission of mātauranga (Māori ways of knowing, being and believing), Māori aspirations for schooling should include living in a way that is recognisably Māori to Māori, while also accessing notions of academic success. However, due to the colonisation of Aotearoa/New Zealand by the British Crown, Māori have endured more than 100 years of education policy that invalidated mātauranga, including the exclusion of the Māori language from schooling. Māori communities, academics, policymakers and pouako (teachers) have agitated for change, causing considerable shifts in education policy in Aotearoa/New Zealand since the 1970s, including how curriculum is developed.
As part of national curriculum and assessment programmes, the NZ Ministry of Education now promotes epistemological parity for mātauranga (Ministry of Education [MoE], 2022a). However, tensions between Māori aspirations for schooling and colonial schooling ideologies continue to shape curriculum development, including pāngarau (mathematics in Māori-medium schools), which is the particular focus of this thesis. This includes minimising mātauranga to promote the acquisition of curriculum achievement objectives imported from countries with colonial legacies, such as the UK.
By using the cultural symmetry framework, a Bourdieusian analysis of policy and curriculum development, and teaching as inquiry, this research explores the opportunities, challenges, and tensions for rebalancing mātauranga and school mathematics at macro and micro levels. In doing so, the illumination of Māori wayfinding and spatial reasoning practices was identified as an opportunity to support Māori aspirations for schooling through the pāngarau curriculum and classroom practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Te Reo Pāngarau: Communicating mathematically in Māori-medium classrooms
No full textFull text is available to authenticated members of The University of Auckland only.Oral and written communication about mathematical ideas are not always recognised as an important part of mathematics education. This thesis argues that mathematical communication is an essential process for learning mathematics because through communication, students reflect upon, clarify and expand their ideas and understanding of concepts. However, in order to communicate mathematically in the various categories of mathematical communication, students require knowledge of the mathematics language, that is, the register. This raises a pedagogical issue in Māori-medium education, where many students are second language (L2) learners of te reo Māori. Critically, teachers need to be confident in their ability to model the specialised language of the pāngarau register in order to support student learning. If teachers have not had minimal learning in the pāngarau register, either in their own education or in their teacher training, encouraging student communication in Māori-medium pāngarau classrooms can be challenging. The aim of this study is to examine the effectiveness of a small-scale intervention with a group of students that provides opportunities for the simultaneous acquisition of numeracy content/concepts and the pāngarau register. The intervention is based on a learning model that draws upon task-based learning, the numeracy teaching model of the Numeracy Development Projects/Te Poutama Tau, the teaching as inquiry cycle and Kaupapa Māori research methodologies. The intervention and associated study was conducted in a Level 1 Māori-medium primary school pāngarau programme over a period of 15 weeks. The study focuses on data collected for four of the students who participated in the intervention. The findings of the study indicate that materials and diagrams, used as mathematical representations, can aid students’ communication of mathematical concepts in their L2. A range of materials and language models were provided by the facilitator in this study and students were given opportunities to reflect their own language selection. Capturing students’ language use and providing these recordings in a format that can be used for reflection and subsequent adaptation also provides opportunities for students to deepen their understanding of their own language choices
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Tau Kē: A software solution for capturing multiple representations of pāngarau (mathematics) language
No full textFor over 100 years, subjects such as mathematics in Aotearoa New Zealand have been taught exclusively in English as a consequence of English only schooling policy. As a result of this and many other assimilationist policies, by the late 1970s the indigenous language, te reo Māori, was considered an endangered language. In response, Māori speaking communities initiated Māori immersion schooling (Māori-medium). In order to teach mathematics in the vernacular, there has been rapid development in the past 30 years of the specialised pāngarau (mathematics) register. The register is now in common usage in pāngarau classrooms across Māori-medium settings, but generally restricted to the school domain where many students and teachers are second-language learners of te reo Māori. This study identifies the affordances of digital technology that address both the conceptual and linguistic challenges faced by Māori-medium teachers and students
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Using mobile technology to encourage mathematical communication in a Māori-medium pāngarau classrooms
No full textMāori-medium pāngarau classrooms occupy a unique space within the mathematics education landscape. The language of instruction is an endangered minority language and many teachers and learners in Māori-medium pāngarau classrooms are second language (L2) learners of te reo Māori. Mobile technology could be used in Māori-medium pāngarau classrooms to address some of the linguistic challenges. This think piece explores the benefits of using mobile technology to capture multiple representations of pāngarau concepts as a way of encouraging mathematical communication in te reo Māori.
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