Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad de Nariño
2015
|
| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=274041586021 https://www.redalyc.org/journal/2740/274041586021/ https://www.redalyc.org/journal/2740/274041586021/html/ https://www.redalyc.org/journal/2740/274041586021/274041586021.epub https://www.redalyc.org/journal/2740/274041586021/movil |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866571207434829824 |
|---|---|
| author | Tony Trinick |
| author_facet | Tony Trinick |
| contents | Reintroducing Maori ethnomathematical activities into the classroom: traditional Maori spatial orientation concepts Tony Trinick Tamsin Meaney Uenuku Fairhall Educación Māori Wind directions medium schooling Spatial orientation Landmark orientation Māori mathematical practices were excluded from schooling in Aotearoa/New Zealand for over 150 years as a result of explicit policies precluding the use of the Indigenous language and culture. As a consequence of the range of assimilationist policies, by the 1970s, the Māori language was considered endangered. In response to the perilous state of the language, Māori communities set up their own schools, initially outside of the state system, to support the revitalisation of the language and culture. However, the reintroduction of the cultural knowledge in areas such as mathematics has not matched language revitalisation efforts. Many original ethnomathematical practices are no longer in general use in the Indigenous community and the practices valued by the European majority remain the norm in the state-mandated school curricula. Spatial orientation is an example of the mathematics curricula content that is based on Western mathematical perspectives. To provide a Māori perspective, this paper draws on interviews with elders and historical data to examine Māori spatial orientation terms and the spatial frames of references that they are derived from. Students in a Māori-medium school were tested on their understanding of this traditional knowledge. As a consequence, a series of learning activities based on Māori spatial orientation concepts were developed and trialled. The outcomes of these learning activities showed some increased understandings about Māori spatial orientation concepts. 2015 artículo científico 2011-5474 https://www.redalyc.org/articulo.oa?id=274041586021 https://www.redalyc.org/journal/2740/274041586021/ https://www.redalyc.org/journal/2740/274041586021/html/ https://www.redalyc.org/journal/2740/274041586021/274041586021.epub https://www.redalyc.org/journal/2740/274041586021/movil en http://www.redalyc.org/revista.oa?id=2740 Revista Latinoamericana de Etnomatemática application/pdf Universidad de Nariño Revista Latinoamericana de Etnomatemática (Colombia) Num.2 Vol.8 |
| format | Artículo científico |
| id | redalyc_274041586021 |
| language | en |
| publishDate | 2015 |
| publisher | Universidad de Nariño |
| spellingShingle | Reintroducing Maori ethnomathematical activities into the classroom: traditional Maori spatial orientation concepts Tony Trinick Educación Māori Wind directions medium schooling Spatial orientation Landmark orientation Reintroducing Maori ethnomathematical activities into the classroom: traditional Maori spatial orientation concepts Tony Trinick Tamsin Meaney Uenuku Fairhall Educación Māori Wind directions medium schooling Spatial orientation Landmark orientation Māori mathematical practices were excluded from schooling in Aotearoa/New Zealand for over 150 years as a result of explicit policies precluding the use of the Indigenous language and culture. As a consequence of the range of assimilationist policies, by the 1970s, the Māori language was considered endangered. In response to the perilous state of the language, Māori communities set up their own schools, initially outside of the state system, to support the revitalisation of the language and culture. However, the reintroduction of the cultural knowledge in areas such as mathematics has not matched language revitalisation efforts. Many original ethnomathematical practices are no longer in general use in the Indigenous community and the practices valued by the European majority remain the norm in the state-mandated school curricula. Spatial orientation is an example of the mathematics curricula content that is based on Western mathematical perspectives. To provide a Māori perspective, this paper draws on interviews with elders and historical data to examine Māori spatial orientation terms and the spatial frames of references that they are derived from. Students in a Māori-medium school were tested on their understanding of this traditional knowledge. As a consequence, a series of learning activities based on Māori spatial orientation concepts were developed and trialled. The outcomes of these learning activities showed some increased understandings about Māori spatial orientation concepts. 2015 artículo científico 2011-5474 https://www.redalyc.org/articulo.oa?id=274041586021 https://www.redalyc.org/journal/2740/274041586021/ https://www.redalyc.org/journal/2740/274041586021/html/ https://www.redalyc.org/journal/2740/274041586021/274041586021.epub https://www.redalyc.org/journal/2740/274041586021/movil en http://www.redalyc.org/revista.oa?id=2740 Revista Latinoamericana de Etnomatemática application/pdf Universidad de Nariño Revista Latinoamericana de Etnomatemática (Colombia) Num.2 Vol.8 |
| title | Reintroducing Maori ethnomathematical activities into the classroom: traditional Maori spatial orientation concepts |
| topic | Educación Māori Wind directions medium schooling Spatial orientation Landmark orientation |
| url | https://www.redalyc.org/articulo.oa?id=274041586021 https://www.redalyc.org/journal/2740/274041586021/ https://www.redalyc.org/journal/2740/274041586021/html/ https://www.redalyc.org/journal/2740/274041586021/274041586021.epub https://www.redalyc.org/journal/2740/274041586021/movil |