• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    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

    Icon
    View/Open Full Text
    01_front.pdf (167.5Kb)
    02_whole.pdf (640.6Kb)
    Export to EndNote
    Abstract
    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.
    Date
    2017
    Author
    Curwen, Rosemary
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/13382
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1