title: Spaces of relocation and trauma: affect and proximity after the Christchurch earthquakes, Aotearoa New Zealand

authors: Hutcheson, Gail Yvonne

subjects: Disasters; Relocation; Emotion; Affect; Trauma

abstract: This project combines established areas of geographical thought on disasters and natural hazards with emerging work on emotion and affect.

text: Spaces of relocation and trauma: affect and proximity after the Christchurch earthquakes, Aotearoa New Zealand This project combines established areas of geographical thought on disasters and natural hazards with emerging work on emotion and affect.

year: 2014

title: Connecting the Points: An Investigation into Student Learning about Decimal Numbers

authors: Moody, Bruce David

subjects: Decimals

abstract: The purpose of this research project was to investigate the effects of a short-term teaching experiment on the learning of decimal numbers by primary students. The literature describes this area of mathematics as highly problematic for students. 
The content first covered student understanding of decimal symbols, and how this impacted upon their ability to order decimal numbers and carry out additive operations. It was then extended to cover the density of number property, and the application of multiplicative operations to situations involving decimals. In doing so, three areas of cognitive conflict were encountered by students, the belief that longer decimal numbers are larger than shorter ones (irrespective of the actual digits), that multiplication always makes numbers bigger, and that division always makes numbers smaller. 
The use of a microgenetic approach yielded data was able to be presented that provides details of the environment surrounding the moments where new learning was constructed. The characteristics of this environment include the use of physical artifacts and situational contexts involving measurement that precipitate student discussion and reflection. 
The methodology allowed for the collection of evidence regarding the highly complex nature of the learning, with evidence of 'folding back' to earlier schema and the co-existence of competing schema.   The discussion presents reasons as to why the pedagogical approach that was employed facilitated learning. 
One of the main findings was that the use of challenging problems situated in measurement contexts that involved direct student participation promoted the extension and/or re-organization of student schema with regard to decimal numbers. 
The study has important implications for teachers at the upper primary level wanting to support student learning about the decimal numbers system.

text: Connecting the Points: An Investigation into Student Learning about Decimal Numbers The purpose of this research project was to investigate the effects of a short-term teaching experiment on the learning of decimal numbers by primary students. The literature describes this area of mathematics as highly problematic for students. 
The content first covered student understanding of decimal symbols, and how this impacted upon their ability to order decimal numbers and carry out additive operations. It was then extended to cover the density of number property, and the application of multiplicative operations to situations involving decimals. In doing so, three areas of cognitive conflict were encountered by students, the belief that longer decimal numbers are larger than shorter ones (irrespective of the actual digits), that multiplication always makes numbers bigger, and that division always makes numbers smaller. 
The use of a microgenetic approach yielded data was able to be presented that provides details of the environment surrounding the moments where new learning was constructed. The characteristics of this environment include the use of physical artifacts and situational contexts involving measurement that precipitate student discussion and reflection. 
The methodology allowed for the collection of evidence regarding the highly complex nature of the learning, with evidence of 'folding back' to earlier schema and the co-existence of competing schema.   The discussion presents reasons as to why the pedagogical approach that was employed facilitated learning. 
One of the main findings was that the use of challenging problems situated in measurement contexts that involved direct student participation promoted the extension and/or re-organization of student schema with regard to decimal numbers. 
The study has important implications for teachers at the upper primary level wanting to support student learning about the decimal numbers system.

year: 2008

title: Ngā maihi o Te Whare Hukahuka, ngā maihi o Te Whare o Ruamano: Te whare kōrero o ngā maihi o Tuteao

authors: Hona, Hakahaka Charlie Barlow

subjects: Tuteao

abstract: Ko Pūtauaki te maunga
Ko Rangitāiki te awa
Ko Hekerangi te papa whenua
Ko Tuteao te marae
Ko Ngā Maihi te hapū
Ko Ngāti Awa te iwi
Ko Mataatua te waka
Tihe mauri-ora
Ko tōku kāwai rangatira tēnei. E mōhio ai te tangata ko wai ahau; nō hea ahau, nā wai hoki ahau. Ā, nā whai anō taku urupounamu, ko wai a Ngā Maihi o Tuteao? E mea ana ngā pākeke, he iwi tawhito a Ngā Maihi i heke mai i ngā tātai whakapapa o Tangaroa, o Pōtiki, o Mahutapoanui, o Toroa, o Tuteao. Hēoi, kua kore e rangona ōna kōrero i runga marae ātea. Kua kore e wānangahia i roto i te poho o te whare o Tuteao. Kua ngū ngā poupou o te whare kōrero. Ka mutu, i roto i ngā tau tata nei kua riro tītapu ngā puna o te kī, ngā whītiki o te kupu, o te hapū; kua kore e rangona ngā kōrero o Ngā Maihi i runga marae ātea. Ko te haumate o te reo i runga o Tuteao tētahi take i pēnei ai. Nō reira, kai te imu te ruhi, kai te imu te ngēngē. E noho pōhara ana a Ngā Maihi ki ngā tāonga o tōna whare kōrero. Hei te tau 2027, ka whakanuia te rautau o te whare tīpuna a Tuteao, ā i tēnei tau tonu 2022, e whai whakaaro ana te hapū ki taua kaupapa otirā ki te hanga whare tīpuna hou; he whare kaitā e uru ai te tokomaha. Nō reira, e whakaaro ana hoki ki ngā kōrero ka whakairohia ki ngā pakitara o te whare. I tēnei tau hoki kua mana te whakaako i ngā kōrero hītori o te Māori i roto i ngā kura, nō reira he aha rā ngā kōrero e wātea ana ki ngā tamariki o ngā kura e pā ana ki a Ngā Maihi? He maramara, he kongakonga, he putunga kōrero e noho marara ana i ngā wāhi tūmatanui. He uaua te kitea o ētahi atu, kei ngā wāhi tūmataiti, pēnei i te Kōti Whenua Māori, i ngā tuhinga ā-whānau, kei ngā pukapuka wānanga o te marae. Nō reira, he uaua te kite atu i tōna whānuitanga, i tōna hohonutanga. Tīmata ake i ngā kohinga kōrero o te hapū tonu o Ngā Maihi, i ōna kaumātua, i ōna wānanga, i ōna whānau. I tua atu i wā te whare pukapuka, kei ngā wāhi tūmataiti ētahi putunga kōrero hei ō mo te whare kōrero o Ngā Maihi o Tuteao. Ka mutu, kei ngā waiata, ngā haka, ngā mōteatea. Kai ngā kōrero hoki o iwi kē, e pā ana ki wō mātou tīpuna. I reira i tōtō mai i te kōrero.

text: Ngā maihi o Te Whare Hukahuka, ngā maihi o Te Whare o Ruamano: Te whare kōrero o ngā maihi o Tuteao Ko Pūtauaki te maunga
Ko Rangitāiki te awa
Ko Hekerangi te papa whenua
Ko Tuteao te marae
Ko Ngā Maihi te hapū
Ko Ngāti Awa te iwi
Ko Mataatua te waka
Tihe mauri-ora
Ko tōku kāwai rangatira tēnei. E mōhio ai te tangata ko wai ahau; nō hea ahau, nā wai hoki ahau. Ā, nā whai anō taku urupounamu, ko wai a Ngā Maihi o Tuteao? E mea ana ngā pākeke, he iwi tawhito a Ngā Maihi i heke mai i ngā tātai whakapapa o Tangaroa, o Pōtiki, o Mahutapoanui, o Toroa, o Tuteao. Hēoi, kua kore e rangona ōna kōrero i runga marae ātea. Kua kore e wānangahia i roto i te poho o te whare o Tuteao. Kua ngū ngā poupou o te whare kōrero. Ka mutu, i roto i ngā tau tata nei kua riro tītapu ngā puna o te kī, ngā whītiki o te kupu, o te hapū; kua kore e rangona ngā kōrero o Ngā Maihi i runga marae ātea. Ko te haumate o te reo i runga o Tuteao tētahi take i pēnei ai. Nō reira, kai te imu te ruhi, kai te imu te ngēngē. E noho pōhara ana a Ngā Maihi ki ngā tāonga o tōna whare kōrero. Hei te tau 2027, ka whakanuia te rautau o te whare tīpuna a Tuteao, ā i tēnei tau tonu 2022, e whai whakaaro ana te hapū ki taua kaupapa otirā ki te hanga whare tīpuna hou; he whare kaitā e uru ai te tokomaha. Nō reira, e whakaaro ana hoki ki ngā kōrero ka whakairohia ki ngā pakitara o te whare. I tēnei tau hoki kua mana te whakaako i ngā kōrero hītori o te Māori i roto i ngā kura, nō reira he aha rā ngā kōrero e wātea ana ki ngā tamariki o ngā kura e pā ana ki a Ngā Maihi? He maramara, he kongakonga, he putunga kōrero e noho marara ana i ngā wāhi tūmatanui. He uaua te kitea o ētahi atu, kei ngā wāhi tūmataiti, pēnei i te Kōti Whenua Māori, i ngā tuhinga ā-whānau, kei ngā pukapuka wānanga o te marae. Nō reira, he uaua te kite atu i tōna whānuitanga, i tōna hohonutanga. Tīmata ake i ngā kohinga kōrero o te hapū tonu o Ngā Maihi, i ōna kaumātua, i ōna wānanga, i ōna whānau. I tua atu i wā te whare pukapuka, kei ngā wāhi tūmataiti ētahi putunga kōrero hei ō mo te whare kōrero o Ngā Maihi o Tuteao. Ka mutu, kei ngā waiata, ngā haka, ngā mōteatea. Kai ngā kōrero hoki o iwi kē, e pā ana ki wō mātou tīpuna. I reira i tōtō mai i te kōrero.

year: 2022