Working towards equity for diverse learners: Drawing on values and ways of being as strengths in mathematics classrooms
Résumé
Internationally and within Aotearoa/New Zealand, both Indigenous and migrant students are
marginalised by the structural inequities they encounter in schooling. As a result, the mathematical
achievement of these students is typically framed within a ‘gap’ story which problematises students
as a group that need to be fixed. In this paper, we report on one section of a longitudinal research
and development project with Pacific heritage students designed to focus on culturally sustaining
mathematics pedagogy and to engage all students in high level challenging activity and mathematical
practices. Data analysis of classroom observations and interview data from a range of participants
examined the ways in which teachers connected to Pacific values during mathematics teaching. The
findings suggest that building on values and ways of being can support diverse students to develop a
positive mathematical disposition while retaining a strong cultural identity.
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