› Ka nanakia hoki ‘ki’ te numeracy (Better than before)

PROJECT

Ka nanakia hoki ‘ki’ te numeracy (Better than before)

Supporting learners, Educational outcomes, Māori learner success, Teaching strategies, Literacy and numeracy skills, Mātauranga Māori, Māori learning/teaching pedagogies, Tikanga Māori, Te Reo Māori, Kaupapa Māori, Values-based learning, Māori learner success, Bridging and transition

Completed

Completed: 12 February 2019

A project, by Te Whare Wānanga o Awanuiārangi, to explore the relationship between te reo, kaupapa, mātauranga, and Māori achievement in numeracy and how cultural pedagogies might enhance numeracy teaching and learning in Wānanga.

Aims:

The aims of the project were to:

investigate the place of equitable privileging of mātauranga and reo ā-Iwi (tribal knowledge and language) with mātauranga and reo of numeracy (numeracy knowledge and language), in tertiary teaching and learning
determine what kind of model for teaching and learning of numeracy could be most applicable in Wānanga settings
design a learning/teaching tool that is able to manage needs for mātauranga and te reo ā-iwi and mātauranga and te reo numeracy
identify barriers for Māori students’ numeracy achievement and identify numeracy needs of Māori students across disciplines
provide evidence for the design, implementation and evaluation of innovative and sustainable numeracy education models for Wānanga students and kaiako/teachers.

Methodology:

A mixed method approach was used, both qualitative and quantitative, which included:

a literature review of adult numeracy teaching and learning
gathering qualitative data across disciplines through interviews, regarding kaiako and student perspectives of student attitudes, proficiency, and confidence with numeracy
gathering quantitative data using student numeracy assessment tool results and a survey tool
analysing the quantitative and qualitative data together to provide a broader view of whether there is a (mis)match of student’s numeracy attitudes, confidence and proficiency
mapping the numeracy data, students’ perspectives and attitudes, and their views and priorities, for te reo and mātauranga ā-Iwi.

Pania Te Maro

Project leader

Te Whare Wānanga o Awanuiārangi

Associate Professor Vaughan Bidois

Te Whare Wānanga o Awanuiārangi

Liza Kohunui

Te Whare Wānanga o Awanuiārangi

Completed

$15,810.00 (excl GST)

$15,810.00 Te Whare Wānanga o Awanuiārangi

Next section: Insights and Impacts

Key Findings

Many adult learners approach math with anxiety and frustration.

Negative previous experiences with math instruction create legitimate barriers for many adult learners, interfering with the motivation to develop new mathematical skills or tackle mathematics-related tasks, and may also affect test performance.

Findings indicate that New Zealand’s national assessment tool is useful as a starting point for discuss the notion of numeracy and maths ability. If done well, it can be a way in to maths and numeracy that fits with the context for the ākonga being at the wānanga, their programme demands, and possibly their opportunity for simply learning.

Key Recommendations

Broaden and deepen what it means to “know the learner”. Alongside assessment tool measurement of learner skills and competence in maths and numeracy we should open conversations with ākonga about their maths identities and history. In this way we better understand their needs.
Work closely with our ākonga to co-develop and continuously redesign numeracy tools to make the most of learning opportunities.
Centralise ākonga and their histories, identities and aspirations; rather than centralise assessment. The value is in the person, not in the person’s results.

Next section: Outputs