Mӓori Student’s Perspective on Their Mathematical Journey Through Mӓori Medium

Leeana HerewiniThe focus of this round table is to invite colleagues to inform, contribute to, and explore some of the key themes that arose in this study. These being the transition from primary school to secondary school, the role of students? perspectives in mathematics research, and mathematics education in an indigenous language. This study set out to explore the perspectives of 10 year 8 students on their mathematics learning and in particular the transition from Kura Kaupapa Mӓori (Mӓori medium primary schools) to secondary school (Mӓorii medium education in the Waikato region has extended from Kōhanga Reo to wharekura). The Kura Kaupapa Mӓori in this region are at least 10 years old. The 10 students interviewed in this study were identified as successful learners of mathematics in their year 8 programme, with outcomes at Stage 7 or above on the number framework. The students? teachers had participated in professional development in Te Poutama Tau/Numeracy project. Kaupapa Mӓori methodology and interviews were key approaches undertaken in this study. Interviews took place with students and a questionnaire was given to the students’ year 9 teachers. The interview process was a powerful vehicle in accessing student voice. Results indicated there were differences between the students’ perceptions of their year 8 and year 9 mathematics programmes. The students viewed mathematics positively and had formed opinions regarding mental strategies and where and how to use them. Some students were able to discern what constituted effective teaching and had formed ideas on the value of the mathematics taught they had learned. An interesting area to emerge in the research was the self report by the girls in the study on their ability.

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.

Mӓori Student’s Perspective on Their Mathematical Journey Through Mӓori Medium

Mӓori Student’s Perspective on Their Mathematical Journey Through Mӓori Medium

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