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Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners

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Abstract

Teaching in ways responsive to the cultures of our students is vital towards enhancing equity of access to mathematics achievement and putting educational policy into practice. New Zealand has the largest group of Pāsifika people in the Western world, a multi-ethnic group of indigenous people from Pacific Island nations who have differing cultural values and experiences than the dominant Pākehā (Maori term commonly used to refer to European New Zealanders) population. This study aims to explore how patterning tasks based on indigenous patterns can support young diverse students to develop understanding of growing patterns. Two case studies are presented which show the results of an exploratory teaching experiment undertaken with one classroom of culturally diverse Year 2 students (6-year-olds) situated in an urban low socio-economic area. Data drawn for this paper includes video-recorded classroom observations, written responses from students, and reflective notes from the researcher and teacher from two lessons of a series of 10 lessons on growing patterns. Data analysis involved an iterative approach of repeated refinement cycles focusing on early algebraic thinking and the pedagogical actions of the teacher. Findings revealed that the use of indigenous patterns in conjunction with pedagogical actions drawing on cultural values was successful in engaging these students in early algebraic reasoning.

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Authors and Affiliations

  1. Institute of Education, Massey University, Auckland, New Zealand

    Jodie Hunter

  2. School of Education, University of Queensland, Campbell Rd, St Lucia QLD, Brisbane, 4072, Australia

    Jodie Miller

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  1. Jodie Hunter
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  2. Jodie Miller
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Correspondence to Jodie Hunter.

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Hunter, J., Miller, J. Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners. Int J of Sci and Math Educ 20, 111–131 (2022). https://doi.org/10.1007/s10763-020-10135-0

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  • DOI: https://doi.org/10.1007/s10763-020-10135-0

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