Persistent Learning Challenges

The persistent learning challenge in raising Maori achievement in mathematics involves a

change in teacher practice. Teaching mathematics in context is more meaningful to learners

as they can call on prior knowledge and creating opportunities for learners to
construct/create knowledge and learning experiences helps them retain
knowledge/concepts as opposed to trying to recall teacher-driven knowledge.
So how do we get learners to engage meaningfully and excitedly in mathematics?

Let’s start with the language of mathematics. Mathematical language can be likened to a

foreign language and the classroom is a good place to start; in order to master

a foreign language we need to provide opportunities for learners to:

-practice pronunciations,

-find meanings of mathematical words and get learners to explain them in “student-speak”,

so that they can in turn explain to a buddy and more importantly, retain knowledge

-in most cases, use imagery to reinforce explanations

-know how best to use those words when interpreting questions, explaining thinking

and finding solutions.

When the language is a barrier, it is commonplace for teachers to explain the meanings

and expect learners to recall “teacher knowledge” at the drop of a hat. Constructivism,

on the other hand encourages learners to be actively involved in a process of meaning and

knowledge-construction as opposed to passively receiving information.

Over the years I have tried to wean learners from being heavily reliant on me for information.

I answer their questions with leading questions and this to-and-fro continues until they reach

a stage where they can rely on their prior knowledge and then build on new knowledge

with confidence. The use of a teacher created “cheat sheet” which has achievement criteria,

literacy strategies and teaching/learning strategies for each standard has been an

invaluable resource for learners; we call this our Bible as it has all the requirements

for learner success.