- MERGA

Teaching Mathematics Respectfully: Preparing Culturally Responsive Mathematics Teachers
Robin Averill & Megan ClarkCulturally responsive teaching is widely seen to promote equity of access to achievement. The literature indicates that teacher respect is essential for culturally responsive teaching. Teachers showing respect to students has been a recurring theme in recent New Zealand studies; one student stating that the most important thing to teach prospective mathematics teachers was “to respect the kids”. In this round table we present findings from a study into the nature of respect in teachers” interactions in senior secondary school mathematics classrooms. Our study drew from mathematics students’ and teachers’ perspectives of teacher practice gathered using teacher and student questionnaires and semi-structured interviews, and videos of twelve mathematics lessons. Participants included six Year 12 and 13 mathematics classes and their teachers across three multi-ethnic city schools. Findings included that mathematics teachers show respect to students through their pedagogical practices, professionalism, disposition, and knowing their students well. Using students’ names and providing timely and perceptive individual assistance with mathematical tasks are examples of respectful practices. Some differences between teachers’ and students’ views emerged with students placing greater emphasis than their teachers on professionalism and the constructive treatment of student errors. The perceived challenges to teachers demonstrating respect included factors relating to student behavior, curriculum content, and the diversity of students’ mathematical abilities and ethnicities. This round table forum will begin with a short presentation of findings to initiate discussion regarding how our mathematics teacher education practice can promote respectful teacher behaviours and how teacher respect can contribute to culturally responsive mathematics teaching.

Reviewing of research papers

Research papers will be blind reviewed by a panel of peers approved by the conference committee. The main purpose of the refereeing process is to contribute to the growth and development of quality practice in mathematics education research. Thus reviewers are asked to assist authors by providing helpful feedback and to comment on the suitability of papers for presentation at the conference. Accordingly, it will not be assumed that published papers presented at the conference will be as polished as articles in scholarly journals. Referees will be asked to assess papers being reviewed against the accepted norms for scholarly works presented at MERGA conferences, as set out above.

Each conference proceedings’ Editorial Team will exercise discretion over the reviewing process.

Reviewers’ comments will be returned to the authors. Authors whose papers are not accepted for publication may be invited by the editorial panel to present their paper at the conference, with an abstract (only) being published in the proceedings. Papers may be rejected outright, with no opportunity for presentation at the conference in an alternative form.

The MERGA website has detailed advice about criteria for reviewing of MERGA papers, review forms, and examples of strong and poor reviews of different types.

Short Communications

Presentation of short communications

Beth Southwell Practical Implications Award

Recent Winners

Applying for entry into the BSPIA

Judging of the BSPIA

History of the Award

Research Papers

Research papers can take two major forms:

i. Empirical investigations

ii. Theoretical or position papers

Originality

Reviewing of research papers

Presentation of research papers

Research Symposia

Early Career Research Award

Recent Winners

Applying for the Award

Early Bird Review Process