55 research outputs found
"Twenty percent free!": So how much does the original bar weigh?
No full textNgarewa Hawera and Merilyn Taylor describe a rich task based on a real world situation that stimulated a great deal of mathematical reasoning. Their research on how students attempted the task is most revealing
Lessons from children in Māori medium for teachers: Encouraging greater efficiency when learning to multiply.
No full textThis research explores the responses of 44 Year 7-8 students from four Māori medium schools who were asked to solve a multiplication word problem. The findings show that there was a range of mental strategies displayed by the children, 29 of whom were able to solve the problem. However, data also indicates that 15 children were not able to either access the problem or utilise an appropriate strategy to solve it. This paper discusses the strategies shared by all of these children and suggests avenues to further support learners to become multiplicative thinkers
Conceptions, language, culture and mathematics and the New Zealand curriculum.
No full textIn this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom
Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics
No full textThis paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed
Expresiones y comportamientos de apego madre-recién nacido hospitalizado en unidad de cuidado intensivo neonatal
No full textEl presente estudio tuvo como objetivo describir las expresiones y comportamientos de apego Madre - Recién Nacido hospitalizado en Unidad De Cuidado Intensivo Neonatal (UCIN) en una institución de tercer nivel de la ciudad de Barranquilla. Investigación de tipo cualitativo, etnográfico, método utilizado fue la etnoenfermería propuesto por M. Leininger. Muestra se obtuvo por saturación teórica con diez (10) participantes con neonatos hospitalizados en UCIN, como informantes claves y con nueve (9) enfermeras con experiencia de cuidar neonatos, como informantes generales. Los datos se recolectaron mediante la guía de Observación-Participación-Reflexión de Leininger, la fotografía y la entrevista a profundidad y analizados con la guía propuesta por la misma autora. Resultados, se encontraron cuatro temas culturales: La comunicación Madre-Recién Nacido, la observación Madre-Recién Nacido, toque materno, apoyo religioso y familiar como complemento para las expresiones y comportamientos de apego. El estudio concluyo que las madres tienen su propia forma de establecer una relación de apego con sus hijos, obteniendo así conocimiento específico desde lo cultural, conocimiento que orienta la práctica de cuidado, de forma culturalmente congruente, tendiente a lograr el acercamiento y/o participación de la madre en la UCIN.Abstract. The purpose of this paper is to describe the expressions and attachment behaviors of mothers and newborns hospitalized in neonatal intensive care unit (NICU) at a tertiary institution in the city of Barranquilla. It is a qualitative ethnographic study based on the ethnonursing method, proposed by Madeleine Leininger. Sample was obtained by theoretical saturation with ten (10) participants with neonates hospitalized in NICU -as key informants and nine (9) nurses with neonatal care experience -as general informants-Data were collected through participant-observation guide (Leininger’s Reflection), photographies and in-depth interviews, which were analyzed using a handbook given by the same author. Results: Four cultural themes were found: communication mothers and newborns, observation mothers and newborns, maternal touch, family and religious support such as a complement to the expressions and attachment behaviors. The study concluded that mothers have their own way to establish an attachment relationship with their children. This let us to obtain a specific knowledge as from culture perspective. It guides the care practice in a culturally congruent approach, obtaining rapprochement and/or mother participation in the NICU.Maestrí
Māori medium children’s views about learning mathematics: possibilities for future directions
No full textPre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative
Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education.
No full textTeacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered
Vernal Jr. High Cadet Band
No full textFirst Row, l to r: Becky Bridges, Merilyn Kellogg, Marcia Johnson, Jaqueline Hollebeke, Saundra Anderson, Tracy Caldwell, Joy Hunsaker, Karen Hicks, Laralee Palmer; Row 2: Laylene Rich, Melissa Jayson, Lisa Karren, Paula Buel, Cris Simmonson, Dena Joslin, Kerry Easthope, John Knibbe, Jillyn Stringham; Row 3: Ranete Jenkins, Lena Warren, Darin Merrill, Don Saflier, Brett McKeachnie, Matt Caldwell, Robert Drollinger,Jerry Tippets (director), Kurt Green, Corey Laing, Robert Rhodes, Wayne Taylor, David Murphy, Darrin Morrill and Judy Cor
Students' perspectives on the nature of mathematics
No full textThis paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded in terms of mathematical content. Others commented on learning in general, or on problem-solving in particular. Some students talked about the usefulness of mathematics for everyday life. An overwhelming number of students answered the question by talking about the importance of mathematics for the future
Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools
No full textThis paper reports on an Australian study that explored the costs and benefits of the National Assessment Programme, Literacy and Numeracy (NAPLAN) testing, both tangible and intangible, of Year 9 students in three Queensland schools. The study commenced with a review of pertinent studies and other related material about standardised testing in Australia, the USA and UK. Information about NAPLAN testing and reporting, and the pedagogical impacts of standardised testing were identified, however little about administrative costs to schools was found. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and teachers in three Brisbane secondary schools. The study found that the costs of NAPLAN testing to schools fell into two categories: preparation of students for the testing; and administration of the tests. Whilst many of the costs could not be quantified, they were substantial and varied according to the education sector in which the school operated. The benefits to schools of NAPLAN testing were found to be limited. The findings have implications for governments, curriculum authorities and schools, leading to the conclusion that, from a school perspective, the benefits of NAPLAN testing do not justify the costs
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