Implementing localised curriculum drawing on a funds of knowledge perspective

Teacher perceptions and challenges

Authors

DOI:

https://doi.org/10.26686/nzaroe.v26.6930

Keywords:

mathematics education, funds of knowledge, local curriculum, Pāsifika students

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.

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Author Biographies

Jodie Hunter, Massey University

Dr Jodie Hunter is an Associate Professor in mathematics education at the Institute of Education at Massey University, New Zealand. Previously she was a Research Fellow and Lecturer at the University of Plymouth. Her research interests include mathematics education for equity and social justice, early algebra, and culturally sustaining pedagogy. She is currently a Rutherford Discovery Fellow and has previously been a Fulbright fellow.

Roberta Hunter, Massey University

Roberta Hunter is a Professor of Pāsifika Education Studies in the Institute of Education at Massey University in New Zealand. Her research explores ambitious teaching; mathematical practices; communication and participation; and strength based and culturally sustaining practices in mathematics classrooms. Her most recent research has examined the mathematical practices students use as they work on problems embedded in social justice contexts.

John Tupouniua, Massey University

John Tupouniua is a Lecturer in Mathematics Education at the Institute of Education, Massey University in New Zealand. His current research works towards enhancing Māori and Pasifika students' achievement in mathematics, as part of the Developing Mathematical Inquiry Communities (DMIC) initiative. John’s other research interests include: analyzing advanced mathematical thinking and teaching and learning discrete mathematics (more specifically, the algorithmatizing approach).

Louise Fitzgerald, Massey University

Louise Fitzgerald is a lecturer in mathematics education and initial teacher education at the Institute of Education at Massey University, New Zealand. Her research interests include mathematics education for equity, ambitious mathematics pedagogy, and culturally sustaining pedagogy.

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Published

2021-07-01

Issue

Vol. 26 (2020): New Zealand Annual Review of Education

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