Journal article

This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school. Teachers at both sites were teacher-researchers in the 2-year project. Our results highlighted expected and unexpected aspects of connections and connecting practices. Language played a critical role, and even brief drops of language were used by teachers to identify opportunities for further mathematical learning.

The Ministry of Education’s recent changes to NCEA to incorporate mana ōrite mō te mātauranga Māori has become the source of consternation for many kaiako in secondary schools in Aotearoa New Zealand. Kaiako are struggling to understand what integrating mana ōrite and mātauranga Māori into their programmes looks like. This article is intended as a lay person’s guide to understanding two things. First, what the terms mana ōrite and mātauranga Māori are, and secondly, what mana ōrite mō te mātauranga Māori may look like in their programmes of study.

E te whānau o Set: Research Information for Teachers, tēnā koutou. Nau mai haere mai ki te whakaputanga tuatahi mō te tau 2022. E ngā kaituhi, he mihi nui ki a koutou mō ō koutou rangahau hou. He mihi maioha ki te rangatira, Te Hurinui Karaka-Clarke, me te whānau i Te Kura Whakangungu Kaiako o te Whare Wānanga o Waitaha, mō te tuhituhinga hira, “Ko Ngā Kete o te Wānanga: A Beginner’s Guide to Understanding Mātauranga Māori”. The opening article by Te Hurinui Karaka-Clarke and co-authors makes a significant contribution to education in Aotearoa.