Implementing localised curriculum drawing on a funds of knowledge perspective
Loading...
Date
2021-07-01
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
New Zealand Council for Educational Research
Open Journal Systems OJS
Open Journal Systems OJS
Rights
Abstract
In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.
Description
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
Articles are placed in repositories after publication.
Metadata about articles include the DOI and journal issue information.
Keywords
Citation
Hunter J, Hunter R, Tupouniua J, Fitzgerald L. (2021). Implementing localised curriculum drawing on a funds of knowledge perspective: Teacher perceptions and challenges. The New Zealand Annual Review of Education. 26. 2020.