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    A strength-based approach to develop Pāsifika students' cultural identites and mathematical dispositions : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2017) Curwen, Rosemary
    This study examines cultural identity and mathematical disposition development of Pāsifika students aged 11-13 years from a strengths-based perspective. It builds on previous work that advocates for culturally responsive mathematics teaching in collaborative learning environments built around Pāsifika values. Current research also urges pedagogical actions of promoting students’ use of home languages and connecting students’ “lived” lives to the mathematics classroom. These teaching practices have been described to affirm student identities as well as foster stronger relationships with mathematics. A case study approach utilizing qualitative design from a socio-cultural perspective was implemented. Data was collected through group interviews with students and individual interviews with students and teachers. The Year 8 students and their teachers within the study were from two urban Auckland schools that have participated in professional development and learning opportunities focused on culturally responsive inquiry classrooms. Coded analysis of interview transcripts was used to uncover the perspectives of students and teachers and formulated the findings of this research. Findings revealed that home language use, connecting cultural contexts to the mathematics class, drawing on Pāsifika values to promote mathematical practices and social norms, and the role of the responsive and caring teacher validated students’ cultural identities and supported the development of positive mathematical dispositions. The findings provide insights into how culturally responsive mathematics teaching can draw upon the cultural languages and values of Pāsifika students to affirm their identities and mathematical dispositions.
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    Factors facilitating the engagement in learning of Pasifika students at intermediate school level : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany Campus, Auckland, New Zealand
    (Massey University, 2016) van Vuuren, Alet
    This study explores the engagement in learning of Pāsifika students at intermediate school level. Engagement was considered as a multi-layered, multidimensional construct, which is best viewed through an ecological, culturally based lens. The importance of teacher knowledge and understanding of critical cultural components, which are at the core of Pāsifika peoples’ values and belief systems, was highlighted. A case study was used to investigate behavioural and emotional engagement across three different ecological layers: personal, school and wider community. Participant interviews, surveys, whole class observations, and data from the school’s database illustrated the significance of shifting understandings of engagement from being uni-dimensional and within-person, to multidimensional and within communities of learning. The results of the study generated a ‘Feeding the Roots’ Model of Pasifika Student Engagement. This model illustrates how ‘static’ as opposed to ‘cyclic’ processes in a school’s ecology can act as barriers or enablers to engagement. ‘Static’ processes, identify barriers to engagement in learning, and are those communities where there is limited understanding of the value of incorporating critical cultural factors in teaching, learning and interacting with parents. In this context, Pāsifika students’ achieved lower levels of engagement in learning, and parents remained on the periphery of the school community. In contrast, ‘cyclic’ processes that facilitated engagement were environments where students and parents were included in collaborative, reciprocal communities in which critical cultural factors were a central focus. These communities were representative of teaching practices that valued collectivism, community, and reciprocity and generated higher student and parent engagement. The findings provide insights into the actions teachers can take to develop culturally appropriate and culturally responsive communities of learning. The ‘Feeding the Roots’ Model of Pasifika Student Engagement is an assessment and reflection tool teachers can use to determine whether their practices are creating higher levels of Pāsifika engagement at student, parent and school levels.
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    Culturally responsive teacher actions to support Pāsifika students in mathematical discourse : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Cheung, Ingrid
    This study examines culturally responsive teaching to support a group of Pāsifika students aged 11-13 years old in mathematical discourse. It builds on previous work which has advocated culturally responsive practices where students learn mathematics through collaborative interaction that fosters greater student participation, engagement, and potentially better achievement in mathematics. In this study, the teacher’s actions drew on Pāsifika cultural practices and the value of the family, respect, and collectivism. This was significant in the establishment of social and mathematical behaviours which were important in supporting the development of productive mathematical discourse. In addition, the communicative and participation structures within the classroom that lead to mathematics learning are also considered. This study was situated in an inquiry classroom. A socio-cultural perspective provided the framework for analysing the classroom context. A case study approach drawing on a qualitative design was implemented. Data was collected through teacher and student interviews, classroom audio and video-recorded observations, and students’ written work. Detailed retrospective analysis of the data was undertaken to develop the findings of this classroom case study. Significant changes were revealed in the shifts of student discourse from long silences and hesitation to asking valid questions and developing mathematical justification with appropriate language and specific terms. The explicit instructional practices developed and implemented by the teacher fostered greater collaborative communication and interaction between group members and this was important in how they made mathematical meaning. The findings provide insights into the multi-dimensional ways that teachers can draw on students’ cultural strengths, values, and practices as invaluable resources which potentially will make a difference in students’ mathematical learning.