Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners
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Using a Culturally Responsive Approach to Develop Early Algebraic Reasoning with Young Diverse Learners Jodie Hunter 1
& Jodie
Miller 2
Received: 10 May 2020 / Accepted: 14 October 2020/ # Ministry of Science and Technology, Taiwan 2020
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. Keywords Culturally responsive teaching . Early algebra . Pattern generalization
* Jodie Hunter [email protected]
1
Institute of Education, Massey University, Auckland, New Zealand
2
School of Education, University of Queensland, Campbell Rd, St Lucia QLD, Brisbane 4072, Australia
J. Hunter, J. Miller
Introduction Algebra is crucial to students’ mathematical success, and has been at the forefront of international initiatives over the past decade. While research demonstrates that young students can engage in early algebraic thinking (e.g. Blanton, Brizuela, Gardiner, Sawrey, & Newman-Owens, 2015; Radford, 2010), there are limited studies that focus on teaching early algebra to young culturally diverse students (e.g., Miller & Hunter, 2017; Miller, Warren, & Armour, 2018). The current study draws on a framework of culturally responsive pedagogies that influence both task design (indigenous Pāsifika patterns) and teacher actions (using cultural values) to explore how Pāsifika students develop an understanding of growing patterns and engage in forming mathematical generalizations for the first time. Similar to other countries, New Zealand has a changing student population that is increasingly culturally diverse from the dominant Pākehā ethnic group. This includes the largest group of Pāsifika students in the Western world. Students of a Pāsifika background are not
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