Reflecting Heritage Cultures in Mathematics Learning: The Views of Teachers and Students

Abstract

In this article, the author explores the views of six teachers and 136 indigenous (M?ori), Pacific Nations, and New Zealand European students on reflecting the heritage cultures of M?ori and Pacific peoples in mathematics learning. Findings show that teachers responded to students’ cultures through their classroom interactions but not through contexts used in mathematical tasks—participants largely viewed M?ori and Pacific Nations cultures and mathematics learning as distinct. Findings indicate that substantive incorporation of heritage cultures in mathematics instruction requires changes in teacher and student beliefs regarding the place of heritage cultures within mathematics learning and sector and school-based support for teachers to develop their cultural knowledge and understanding of how to utilize such knowledge in their teaching.