Reintroducing Māori ethnomathematical activities into the classroom: traditional Māori spatial orientation concepts

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dc.contributor.author Trinick, T en
dc.contributor.author Meaney, T en
dc.contributor.author Fairhall, U en
dc.date.accessioned 2016-01-13T22:51:53Z en
dc.date.available 2015-05-01 en
dc.date.issued 2015 en
dc.identifier.citation Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática, 2015, 8 (2), pp. 415 - 431 (17) en
dc.identifier.uri http://hdl.handle.net/2292/27974 en
dc.description.abstract Māori mathematical practices were excluded from schooling in Aotearoa/New Zealand for over 150 years as a result of explicit policies precluding the use of the Indigenous language and culture. As a consequence of the range of assimilationist policies, by the 1970s, the Māori language was considered endangered. In response to the perilous state of the language, Māori communities set up their own schools, initially outside of the state system, to support the revitalisation of the language and culture. However, the reintroduction of the cultural knowledge in areas such as mathematics has not matched language revitalisation efforts. Many original ethnomathematical practices are no longer in general use in the Indigenous community and the practices valued by the European majority remain the norm in the state-mandated school curricula. Spatial orientation is an example of the mathematics curricula content that is based on Western mathematical perspectives. To provide a Māori perspective, this paper draws on interviews with elders and historical data to examine Māori spatial orientation terms and the spatial frames of references that they are derived from. Students in a Māori-medium school were tested on their understanding of this traditional knowledge. As a consequence, a series of learning activities based on Māori spatial orientation concepts were developed and trialled. The outcomes of these learning activities showed some increased understandings about Māori spatial orientation concepts. en
dc.language English / Abstract in English and Portuguese en
dc.relation.ispartofseries Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.revista.etnomatematica.org/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.title Reintroducing Māori ethnomathematical activities into the classroom: traditional Māori spatial orientation concepts en
dc.type Journal Article en
pubs.issue 2 en
pubs.begin-page 415 en
pubs.volume 8 en
pubs.author-url http://www.revista.etnomatematica.org/index.php/RLE/article/view/218 en
pubs.end-page 431 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 512985 en
pubs.org-id Education and Social Work en
pubs.org-id Te Puna Wananga en
dc.identifier.eissn 2011-5474 en
pubs.record-created-at-source-date 2015-12-14 en


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