Implementing localised curriculum drawing on a funds of knowledge perspective

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dc.citation.issue2020
dc.citation.volume26
dc.contributor.authorHunter J
dc.contributor.authorHunter R
dc.contributor.authorTupouniua J
dc.contributor.authorFitzgerald L
dc.date.accessioned2023-09-12T21:40:56Z
dc.date.accessioned2023-09-21T22:15:10Z
dc.date.available2023-09-12T21:40:56Z
dc.date.available2023-09-21T22:15:10Z
dc.date.issued2021-07-01
dc.date.updated2023-09-07T23:54:18Z
dc.descriptionNZAROE 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.en_US
dc.description.abstractIn 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.
dc.description.confidentialfalse
dc.identifier.citationHunter 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.
dc.identifier.doi10.26686/nzaroe.v26.6930
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.urihttp://hdl.handle.net/10179/20128
dc.publisherNew Zealand Council for Educational Research
dc.publisherOpen Journal Systems OJSen_US
dc.relation.isPartOfThe New Zealand Annual Review of Education
dc.titleImplementing localised curriculum drawing on a funds of knowledge perspective
dc.typeJournal article
pubs.elements-id447409
pubs.organisational-groupOther
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