Developing Mathematical Inquiry Communities


In this video, father, Lui Tupuola, talks about the change in his son when he becomes excited about mathematics through the Developing Mathematical Inquiry Communities approach. Astonished by such a change Mr Tupuola went into the classroom to observe this new approach to mathematics teaching. He reflects on how different this approach is from his own experience of schooling. Mr Tupuola explains the significance of the way the children are collaborating to solve problems and checking their thinking. He observes the children's discussion and problem solving process closely.

02 A PARENT'S PERSPECTIVE from BES Programme on Vimeo.

Key Content

Mr Tupuola explains how important it is that his son and other children have a voice in the classroom. He reflects whether parents could better support their children to ask questions.

The video ends with Mr Tupuola delighting in the children's excitement in their mathematics learning. He sees Pasifika children, and all of the children, as having a future where they are good at mathematics.

Evidence in Action

  • Inclusive teaching practice generates educationally powerful connections with parents
  • Pedagogy builds on students knowledge and lives through incorporating family and community knowledge in activities and tasks of high intellectual quality
  • Teachers build reciprocal relationships with parents, whānau and families to enable family and community funds of knowledge to inform teaching
  • Parents are enabled to support their children's in-school learning (rather than provide the kind of well-intentioned pressure and 'help' that has unintended negative effects on outcomes)
  • Productive collaboration has high effect sizes for impact on valued outcomes
  • Pedagogical practices enable classes and student groups to work as caring, inclusive, and cohesive learning communities

Key Evidence Informing Action - References

Specialist providers, principals and teachers working in New Zealand schools and early childhood services, as well as the New Zealand Ministry of Education and central government education agency staff, can contact the Ministry of Education Library for access to the key evidence. For anyone else requiring this material, you can contact your institution or local public library.

  1. Alton-Lee, A., Robinson, V., Hopeha, M., & Lloyd, C. (2009). Chapter 7 Creating educationally powerful connections with family, whānau, and communities. In Robinson, V., Hohepa, M., & Lloyd C. (2009). School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  2. Bills, T., & Hunter, R. (2015). The role of cultural capital in creating equity for Pāsifika learners in mathematics. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), (pp. 109–116). Sunshine Coast: MERGA.
  3. Civil, M., & Hunter, R. (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education, 26:4, 296-312.
  4. Hunter, R.K. (2009). Teachers developing communities of mathematical inquiry. Doctorate Thesis Monograph. Vol. 1: No.1. Auckland, NZ: Directorate of Pasifika at Massey.

Videos (14)

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Video 15