Roberta Hunter, Glenda Anthony, Zain Thompson, Heather Howe

Current shifts in teaching and learning practices in mathematics classrooms challenge teachers to develop mathematical communities which offer all participants opportunities to engage in mathematical inquiry, explanations, justification and generalisations. The complexities and challenges to achieve this are many, particularly with the diverse learners in our classrooms. We want to explain a framework we have developed to explore ways teachers can constitute classroom norms which support such dialogue. Teachers participating in the research study will describe how they have adapted and used the framework in their numeracy classrooms and also how they have used it as a reflective tool to plan next possible growth areas. In this session we seek feedback on where adjustments need to be made to meet the explicit needs of Maori and Pasifika students in particular. Whilst knowledge of how to develop productive communication and participation patterns with diverse learners in New Zealand is the focus of our study we hope that experiences from Australia and other countries will add to the discussion.