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Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being

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Abstract

Factors that contribute to strong teacher-student relationships are vital to understand because of the influence these relationships have on achievement and motivation, particularly for minority group students. This article draws from a substantial quantity of empirical data, grounded in a wide theoretical and cultural base, regarding aspects of caring teacher practice to discuss mathematics teacher behaviours in relation to an existing model of health and well-being that encompasses cognitive, social, spiritual, and physical dimensions. Drawing from 100 Year 10 mathematics lesson observations involving six teachers and their classes across three urban schools, evidence emerged that for many indigenous (Māori), New Zealand Pacific, and New Zealand European students, caring teacher behaviours important for student engagement and achievement both include, and range beyond, traditional teaching practices. Examples include capitalising on student reactions and shared endeavours within the context of mathematics learning, expecting mathematical progress, showing respect for students and for their mathematics learning, being explicit about practice and expectations, incorporating one-to-one interactions, making opportunities within mathematics learning for sharing personal identities, and incorporating movement. This research illustrates how mathematics educators can attend to the specific and holistic mathematical learning needs of their students, including those often marginalised.

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Notes

  1. People living in New Zealand who have strong cultural, heritage, and family connections to their Pacific Island countries of origin.

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Acknowledgement

The author wishes to thank Megan Clark, Herewini Easton, and Fuapepe Rimoni for their careful and wise advice throughout this study.

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  1. School of Education Policy and Implementation, Faculty of Education, Victoria University of Wellington, Te Whare Wānanga o te Ūpoko o te Ika a Māui, PO Box 17 310, Karori, Wellington, 6147, Aotearoa, New Zealand

    Robin Averill

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Appendix: Observation schedule

Appendix: Observation schedule

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Averill, R. Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being. Math Ed Res J 24, 105–128 (2012). https://doi.org/10.1007/s13394-011-0028-x

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