Cultural Cross-Purposes and Expectation as Barriers to Success in Mathematics

Abstract

In New Zealand, Maori and Pacific Islands students participate and perform in mathematics at a much lower level than the population at large as is the case with indigenous and migrant groups in many other countries. The teaching of mathematics to Maori and Pacific Islands students is characterised by practices that do not enhance the earning experiences of these students. Practices such as: holding back an extra year in junior school, competitive activities, the use of worksheets and solitary study, a lack of culturally appropriate contexts for problems, and low expectations all have a negative impact on the mathematics learning of both groups of students. The lack of examples and activities that are set in meaningful contexts that relate to the cultures of these students has long been decried, but efforts to remedy this are usually superficial and have little effect. The unsociable nature of many mathematics classrooms, especially at secondary school is a substantial hindrance to many Maori and Pacific Islands students who much prefer to talk about mathematics rather than write about it. The lack of talking in the mathematics classroom is felt by many students to be uncomfortable and unpleasant.