Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms

Tamsin Meaney has worked as a teacher in many situations, which have made her consider the relationship between language and mathematics learning. These include working with ESL students at a Technical and Further Education College in Sydney; Aboriginal students at schools in remote communities in the Northern Territory of Australia; teachers in the Republic of Kiribati while writing junior secondary mathematics textbooks; and parents and teachers of a Mäori immersion school in New Zealand. Her present research continues her work with the Kura Kaupapa Mäori o te Koutu with the teachers on language issues in regard to mathematics education. She now works at Charles Sturt University in Wagga Wagga.

Tony Trinick has worked in a range of mathematics education developments in the medium of Mäori. These include the development of the first Indigenous mathematics curriculum in the Mäori language, a range of professional learning opportunities for pre-service and in-service teachers in Mäori medium contexts and the development of the Mäori medium mathematics register. These developments have highlighted the many linguistic challengers that impact on the teaching and learning of mathematics in the medium of Mäori. He works at the Faculty of Education, the University of Auckland. His current research investigates the mathematics register usage in Mäori medium contexts, the implications for learning and teaching and unique linguistic and cultural aspects of the register.

Uenuku Fairhall has been principal and teacher of a Mäori immersion school in Rotorua, New Zealand, since 1998. Previously he had been involved with kohanga reo (language nest early childhood centres) and secondary school immersion units. Uenuku, along with Tony Trinick, was part of the team that developed the Mäori mathematics register and curriculum. He was also a coordinator and translator for senior examinations and standards. His other interests