1. EPOL 510 Advanced Mathematics Teaching and Learning

3. “A combination of race, ethnicity, language, SES, age, educational attainment, sexual orientation, spirituality, professional role, level of acculturation, and/or operational paradigm”(p.325). Ingraham (2000) “A culture is a shared way of life for a social group and includes shared knowledge, beliefs, values, perspectives, and behavioural norms.” (Averill, Te Maro, Taiwhati, Anderson, 2009, p.28) “Culture is defined broadly to include an organised set of thoughts, beliefs, and norms for interaction and communication, all of which may influence cognitions, behaviours, and perceptions”. (Ingraham, 2000, p. 325).

6. European make up 67.6 % of the population Maori make up 14.6 % of the population Asian ethnic group make up 9.2% of the population Pacific ethnic group make up 6.9% of the population Middle Eastern, Latin American and African ethnic groups make up 0.9% of the population. People identified to more than one ethnic group 2006 compared to 2001 census showed huge increase in Ethnic groups especially Asian and Pasifika so would see an even bigger increase today.

7. Culturally responsive pedagogy has many misconceptions surrounding it but in reality there are many ways teachers can easily implement ways to cater for the diverse range of children in their classrooms that don't take to much time or effort.

8. Making expectations explicit Showing respect for students Incorporating one to one interactions Using a range of strategies Promote, monitor and reflect on learning outcomes for students Incorporating children in decision making Create strong relationships with all students Try to create a learning community Incorporate movement into the lesson

10. (Hunter, 2010) & (Hunter & Anthony, 2011) “learning to participate in mathematical practices involves learning to construct representations, make arguments, reason about mathematical objects, and explain one thinking.” (Hunter and Anthony) All in the learning together- Teacher becomes a participator and facilitator discourse rather than teacher in control of the discourse Actively engaged in the shared dialogue of inquiry, mathematical discussion and argumentation Opportunities for participation in rich learning situations Collective responsibility Students express their own ideas but can also use mathematical reasoning to challenge those of their peers and the teacher Draw on Pasifika values of respect, reciprocity, communalism, and collective responsibility

11. Elements of a Caring Teacher (Averill, 2012), (Bartell, 2011) Model for Health and Wellbeing (Durie’s, 1998) Developing a sense of a learning community Te taha whānau: Social health and wellbeing Incorporating children in the decision making Te taha whānau: Social health and wellbeing Showing respect for studentsTe taha wairua: Emotional and spiritual health and wellbeing Being explicit about practise and expectations Te taha hinegaro: Cognitive health and wellbeing Incorporating one to one interactionsTe taha wairua: Emotional and spiritual health and well-being Making opportunities for sharing personal identities Te taha wairua: Emotional and spiritual health and well-being Incorporating MovementTe Taha Tinana: Student movement and physical well-being

12. Manaakitanga Caring for students as culturally located individuals Mana motuhake High expectations for learning Whakapiringatanga Managing the classroom for learning Wänanga Discursive teaching practices and student-student learning interactions Ako Range of strategies to facilitate learning Kotahitanga Promote, monitor and reflect on learning outcomes for students

13. You can be a culturally responsive teacher by.... Having a collaborative approach- being a facilitator and participator of knowledge not in control of the knowledge Holding high expectations and making them explicit Make the learning explicit to the children Show respect for all of your students Creating strong relationships with every child in the class to create interactions that are home like to bridge the gap between home life and school life Showing the children you believe in them and their achievement Including children's family and the community wherever possible and appropriate. Keeping children involved in the decision making process Having a range of activities and strategies within your classroom Having knowledge on different cultures and using this knowledge to aid in your planning Know the common misconceptions and preconceptions children hold about each subject and plan your lessons around them. Constantly promote, monitor and reflect on learning outcomes for students.

14. All teachers have the skill, ability and power to be culturally responsive. One teacher can help move the whole school forward in an effort to become culturally responsive. It is important that every child's learning needs are addressed and respected. It can all start with a few everyday approaches in your classroom.

15. Averill, R. (2012). Caring teaching practises in multiethnic mathematics classrooms: attending to health and wellbeing. Mathematics Education Research Journal, 24, 105-128 Averill, R., Te Maro, P., Taiwhati, M., & Anderson, D. (2009). Culturally responsive mathematics teaching: A bicultural model. In R. Averill & R. Harvey (Eds.), Teaching secondary school mathematics and statistics: Evidence-based practice. Volume 2 (pp. 27-46). Wellington, NZ: NZCER Press Bartell, T.G. (2011). Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness. Journal of Urban Mathematics Education, 4(1), 50-74 Bishop, R., Berryman, M., Cavanagh, T., &Teddy, L. (2007). Te Kōtahitanga Phase 3 Whānaugatanga: Establishing a Culturally Responsive Pedagogy of relations in Mainstream Secondary School Classrooms. Wellington, New Zealand: Ministry of Education

16. Gay, G. (2009). Preparing culturally responsive mathematics teachers. In B. Greer, S. Mukhopadhyay, A.B. Powell, & S. Nelson- Barber (Eds.), Culturally responsive mathematics education (pp. 189-205). New York: Routledge. Durie, Mason. (1998). Tirohanga Maori, Maori Health Perspectives. In Whaiora: Maori health development, 2 nd Edition (pp. 66-80) Auckland: Oxford Press Hunter, R. (2010). Changing roles and identities in the construction of a community of mathematical inquiry. Journal of Mathematics Teacher Education, 13, 397-409 Hunter, R., & Anthony, G. (2011). Forging Mathematical Relationships in Inquiry- Based Classrooms With Pasifika Students. Journal of Urban Mathematics Education, 4 (1), 98-119 Ingraham, C.L. (2000). Consultation Through a Multicultural Lens: Multicultural and Cross-Cultural Consultation in Schools. School Psychology Review, 29(3), 320-343 Ministry of Social Development. (2010). Cultural Identity. In The Social Report. Retrieved March 11, 2013, from http://socialreport.msd.govt.nz/documents/cultural-identity-social- report-2010.pdf. http://socialreport.msd.govt.nz/documents/cultural-identity-social- report-2010.pdf