Resources Page

 Teachers Council Registration Criteria 3

Demonstrate commitment to bicultural partnership in Aotearoa New Zealand

• Key Indicator: to demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

Reflective Question: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? 

Background Readings: Researching the teaching of the algebra in Tukutuku patterns, one should look for a branch of mathematics called ethnomathematics. Ethnomathematics is the mathematics that is involved in the art and culture associated with different civilisations. See the relevant readings at the bottom of the page.

Teachers Council Registration Criteria 8

Teachers demonstrate in practice knowledge and understanding of how ākonga learn 

Reflective Questions: How does my practice reflect that I understand the main influences of how my ākonga learn? Why teach about algebra in the context of Tukutuku? 

"In order to make mathematics more meaningful and accessible for all learners, mathematics curricula frequently advocates the use of contexts. In this sense ‘context’ refers to real or imaginary setting for a mathematical problem, which illustrates the way the mathematics is used." (Anthony & Walshaw, 2007, p114)

Background Readings  Kura share educational standards and practices for philosophy, organisation and curriculum that can create and sustain authentic global learning communities. In schools, ākonga learn about the world from the curriculum and from their interactions with other people. Teaching and learning in a global context help ākonga become curious, knowledgeable, and compassionate individuals. This prepares them to contribute to a better and more peaceful world by fostering intercultural understanding and respect. See the following reading: BES Evidence Synthesis Mathematics https://www.educationcounts.govt.nz/publications/series/2515/5951

Mathematics in New Zealand Curriculum Document and various teaching resources:

Level 3: Algebra 

Sequential Patterns - connect members of sequential patterns with their ordinal position and use tables, graphs and diagrams to find relationships between successive elements of number and spatial patterns.

Level 4: Algebra

Spatial Patterns - use graphs, tables and rules to describe linear relationships found in number and spatial patterns

Level 5/6: Algebra

http://seniorsecondary.tki.org.nz/Mathematics-and-statistics/Learning-programme-design/Year-11-programme-design/Level-5-6/Activity-Culturallylocating-s

See the other curriculum/teaching resources at the bottom of the page

https://nzmaths.co.nz/resource/tukutuku-patterns-0

https://nzmaths.co.nz/resource/tukutuku-patterns

Photo and Video Resources

Other Tukutuku patterns:

See images of aoraki  https://my.christchurchcitylibraries.com/puawaitanga-o-te-ringa/aoraki/

See images of waharua https://my.christchurchcitylibraries.com/puawaitanga-o-te-ringa/waharua/

See images of Purapura whetu  https://my.christchurchcitylibraries.com/puawaitanga-o-te-ringa/purapura-whetu/

See images of mumu  https://my.christchurchcitylibraries.com/puawaitanga-o-te-ringa/mumu/

See images of Ngā Heke Iho https://my.christchurchcitylibraries.com/puawaitanga-o-te-ringa/nga-heke-iho/

See Tukutuku in the Te Ara Encyclopedia https://teara.govt.nz/en/interactive/43489/types-of-tukutuku-designs

Background Readings for Teaching Council Criteria

Mathematics in the New Zealand Curriculum Documents and teaching resources

Below are some resources collected over the years at various NZAMT conferences, AAMT workshops, etc.