Search results for: Tamsin Meaney

Items from 1 to 16 out of 16 results

article

Book Review: How research fields change—the documentation of a process. Anjum Halai and Philip Clarkson (Eds.) (2016) Teaching and learning mathematics in multilingual classrooms

Tamsin Meaney, Toril Eskeland Rangnes

Educational Studies in Mathematics > 2017 > 95 > 2 > 219-227

chapter

The Fly on the Edge of the Porridge Bowl

Tamsin Meaney

Mathematics Education Library > Researching the Socio-Political Dimensions of Mathematics Education > 167-183

An individual’s primary motive for research may be founded in self-interest and professional advancement, for example, in satisfying the academic requirements for a degree. The researcher’s social concern is expressed in his choice of topic. Balancing self-interest and social concern in a society that valuesindividualisticstriving is not a simple matter; the way this is done affects the social utility...

chapter

The Fly on the Edge of the Porridge Bowl

Tamsin Meaney

Mathematics Education Library > Researching the Socio-Political Dimensions of Mathematics Education > 167-183

article

“I am [not always] a maths hater”: Shifting students’ identity narratives in context

Annica Andersson, Paola Valero, Tamsin Meaney

Educational Studies in Mathematics > 2015 > 90 > 2 > 143-161

In this study, individual students’ engagement in learning mathematics in different contexts was explored. The students’ narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students’ shifts in participation and why these shifts occurred in different contexts at particular times. Identity narratives such as that of being a “maths hater”...

article

It’s just as well kids don’t vote: the positioning of children through public discourse around national testing

Troels Lange, Tamsin Meaney

Mathematics Education Research Journal > 2014 > 26 > 2 > 377-397

The importance of mathematics or its alter ego ‘numeracy’ is being cemented in the public's mind with the instigation of national, high-stakes testing in Australia. Discussions about national testing in press releases, online news articles and online public comments tacitly attribute importance to mathematics. In these discussions, children are positioned as commodities, with mathematics achievement...

article

Young children’s multimodal mathematical explanations

Maria Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, more

ZDM > 2014 > 46 > 6 > 895-909

This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not...

article

Trends in researching the socioeconomic influences on mathematical achievement

Paola Valero, Tamsin Meaney

ZDM > 2014 > 46 > 7 > 977-986

We introduce the topic of socioeconomic influences on mathematical achievement through an overview of existing research reports and articles. International trends in the way the topic has emerged and become increasingly important in the international field of mathematics education research are outlined. From this review, there is a discussion about what appears to be neglected in previous work in...

article

Back to the future? Children living in poverty, early childhood centres and mathematics education

Tamsin Meaney

ZDM > 2014 > 46 > 7 > 999-1011

The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children’s lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing...

article

Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study

Tony Trinick, Tamsin Meaney, Uenuku Fairhall

ZDM > 2014 > 46 > 6 > 953-965

Many mathematics teachers around the world teach in a language different from the one in which they studied or completed their teacher education. Often these teachers must learn both the registers of mathematics and of mathematics education to teach in the additional language. This paper examines the factors that help teachers to learn these registers in Māori, the Indigenous language of New Zealand...

article

What is the responsibility of mathematics education to the Indigenous students that it serves?

Tamsin Meaney, Deb Evans

Educational Studies in Mathematics > 2013 > 82 > 3 > 481-496

Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue...

article

Mathematics curriculum development and indigenous language revitalisation: contested spaces

Colleen McMurchy-Pilkington, Tony Trinick, Tamsin Meaney

Mathematics Education Research Journal > 2013 > 25 > 3 > 341-360

This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Māori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what the curricula would look like and how they would be...

article

I actually started to scream: emotional and mathematical trauma from doing school mathematics homework

Troels Lange, Tamsin Meaney

Educational Studies in Mathematics > 2011 > 77 > 1 > 35-51

Mathematics homework is an activity done by large numbers of students across the world. However, it is not without controversy, with concerns being raised about its academic value and whether parents have the appropriate resources to actively support or teach their children. In this article, we use the narratives of two 10-year-old girls to consider how emotional and mathematical trauma can arise...

article

Critical travel through mathematics education

Tamsin Meaney

Mathematics Education Research Journal > 2010 > 22 > 3 > 115-118

article

‘The conference was awesome’: social justice and a mathematics teacher conference

Tamsin Meaney, Tony Trinick, Uenuku Fairhall

Journal of Mathematics Teacher Education > 2009 > 12 > 6 > 445-462

Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice. This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher conference. By analysing...

article

Weighing up the Influence of Context on Judgements of Mathematical Literacy

Tamsin Meaney

International Journal of Science and Mathematics Education > 2007 > 5 > 4 > 681-704

Mathematical literacy, viewed as a set of ideas involving applications of mathematics to real-world contexts, has recently featured in curricular discussions about the aims for mathematics education. This article explores the effect that differences in the way that a mathematical task is contextualised can have on students’ mathematical arguments and, therefore, on their perceived levels of mathematical...

article

An indigenous community doing athematics curriculum development

Tamsin Meaney

Mathematics Education Research Journal > 2001 > 13 > 1 > 3-14

This paper describes part of a research project in which an indigenous school community began to develop a mathematics curriculum with the help of the author. Although the community used a document designed by the author as a starting point for their discussions, many of the dilemmas that they raised were not mentioned in it. This community used curriculum meetings to discuss mathematics education...

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article (14)
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MATHEMATICS (2)
ADDITIONAL LANGUAGE LEARNING (1)
AGENCY (1)
ARGUMENTATION (1)
CHILDREN (1)
CHILDREN’S NARRATIVES (1)
CONTESTED SPACES (1)
CONTEXT (1)
CONTEXTS (1)
COUNTING SYSTEMS (1)
CULTURAL IMPERIALISM (1)
CULTURE (1)
DIALOGIC COMMUNITIES (1)
DISCOURSE (1)
ENGAGEMENT (1)
GOALS FOR EDUCATION (1)
HISTORY OF MATHEMATICS EDUCATION PRACTICES (1)
IDENTITY NARRATIVES (1)
IDEOLOGICAL MODEL OF NUMERACY (1)
INDIGENOUS LANGUAGE REVITALIZATION (1)
INDIGENOUS MATHEMATICS CURRICULUM ITERATIONS (1)
INDIGENOUS SCHOOLING (1)
INDIGENOUS STUDENTS (1)
INTERSECTIONALITY OF POSITIONINGS (1)
LANGUAGE REVITALISATION (1)
MACRO-SYSTEMIC PERSPECTIVE (1)
MATHEMATICAL LITERACY (1)
MATHEMATICAL THINKING (1)
MATHEMATICS EDUCATION REGISTER (1)
MATHEMATICS HOMEWORK (1)
MEDIA (1)
MODES OF BELONGING (1)
MĀORI (1)
NATIONAL TESTING (1)
PROFESSIONAL CONFERENCES (1)
PROFESSIONAL LEARNING (1)
PUBLIC DISCOURSE (1)
REGISTER (1)
SOCIAL JUSTICE (1)
SOCIOECONOMIC STATUS (1)
STATISTICAL REIFICATIONS (1)
SUBITISING (1)
TASK DEMANDS (1)
TEACHER EDUCATION (1)
TEXT STRUCTURE (1)
WALKER'S MODEL OF CURRICULUM DEVELOPMENT (1)
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