title: Improving the Quality of Mathematics Education:Two Teaching Modes and Taiwanese Student Learning

authors: Chi, Hsiao-li

subjects: Mathematics Teaching Modes

abstract: Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high school and at an experimental school in Taiwan were discussed in this study. This research utilized qualitative methods. The study adopted content analysis approaches from a qualitative perspective. This was combined with the perspectives of social constructivism and situated learning theories to interpret students’ learning and growth. The research findings of this study revealed differences in the group of students exposed to the constructivists teaching environment. These differences were evident in their mathematical competencies and richer students’ autonomy. However, when compared to the traditional teaching environment there were several challenges such as time use, understanding all classmates’ dialogue, mathematical writing ability in explaining and communicating their thinking and more teacher work. Constructivist class discussion classrooms in this study appeared open, relaxed, lively, friendly, and supportive of each other in building new knowledge. This was apparent in School E where the environment provided more opportunities for students to develop their own mathematical ideas. This environment also produced a more social/collective/adaptive form of mathematical knowledge, with ongoing assessment of information provided by the teachers, to inform instructional practices. The data presented here show that students exposed to the constructivist discussion approach had richer learning experiences which may be viewed as a result of their active participation during instruction. Compared to the their peers in School T, the traditional direct instructional group, School E students had more learning roles - (knowledge explorers, knowledge producers, and knowledge adventurers). Student in School T acted mainly as knowledge receivers; they mostly received and followed the teacher’s instruction and explanations of mathematical concepts, and then applied the received procedures to solve given mathematical problems.

The findings of the sequential relationship between teachers’ perceptions of mathematics/learning, teaching practice, and students’ knowledge/perceptions sheds new light on the social relationships between teaching and learning and the situated influences among classroom practices and students’ knowledge/competencies/perceptions. This investigation revealed that the constructivist approach seems to be an excellent medium to provide quality education. It is recommended that educators should re-introduce the use of a constructivist approach to teaching Mathematics because of its potential to enhance the quality of Mathematics education, which in turn augments students’ competency as future Mathematicians.

text: Improving the Quality of Mathematics Education:Two Teaching Modes and Taiwanese Student Learning Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high school and at an experimental school in Taiwan were discussed in this study. This research utilized qualitative methods. The study adopted content analysis approaches from a qualitative perspective. This was combined with the perspectives of social constructivism and situated learning theories to interpret students’ learning and growth. The research findings of this study revealed differences in the group of students exposed to the constructivists teaching environment. These differences were evident in their mathematical competencies and richer students’ autonomy. However, when compared to the traditional teaching environment there were several challenges such as time use, understanding all classmates’ dialogue, mathematical writing ability in explaining and communicating their thinking and more teacher work. Constructivist class discussion classrooms in this study appeared open, relaxed, lively, friendly, and supportive of each other in building new knowledge. This was apparent in School E where the environment provided more opportunities for students to develop their own mathematical ideas. This environment also produced a more social/collective/adaptive form of mathematical knowledge, with ongoing assessment of information provided by the teachers, to inform instructional practices. The data presented here show that students exposed to the constructivist discussion approach had richer learning experiences which may be viewed as a result of their active participation during instruction. Compared to the their peers in School T, the traditional direct instructional group, School E students had more learning roles - (knowledge explorers, knowledge producers, and knowledge adventurers). Student in School T acted mainly as knowledge receivers; they mostly received and followed the teacher’s instruction and explanations of mathematical concepts, and then applied the received procedures to solve given mathematical problems.

The findings of the sequential relationship between teachers’ perceptions of mathematics/learning, teaching practice, and students’ knowledge/perceptions sheds new light on the social relationships between teaching and learning and the situated influences among classroom practices and students’ knowledge/competencies/perceptions. This investigation revealed that the constructivist approach seems to be an excellent medium to provide quality education. It is recommended that educators should re-introduce the use of a constructivist approach to teaching Mathematics because of its potential to enhance the quality of Mathematics education, which in turn augments students’ competency as future Mathematicians.

year: 2015

title: Physical inactivity in prevails in later life

authors: Grant, Bevan C.

abstract: The majority of people over 70 years may self-report themselves to be in good health but just being older means they are more likely to experience a range of health related ups and downs than in their younger years. One explanation for this is that the older population carries a progressively heavier burden of chronic disease and disability than their younger cohorts. With a changing demographic and in particular an ageing population, it is not surprising that politicians and health professionals are keen to intervene – mostly because of a presumed high cost of not-so-good health.

text: Physical inactivity in prevails in later life The majority of people over 70 years may self-report themselves to be in good health but just being older means they are more likely to experience a range of health related ups and downs than in their younger years. One explanation for this is that the older population carries a progressively heavier burden of chronic disease and disability than their younger cohorts. With a changing demographic and in particular an ageing population, it is not surprising that politicians and health professionals are keen to intervene – mostly because of a presumed high cost of not-so-good health.

year: 2011

title: Ka hao te rangatahi: Rangatahi Māori experiences of climate change

authors: Areta, Ranginui Charlton

subjects: Rangatahi Māori

abstract: Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

text: Ka hao te rangatahi: Rangatahi Māori experiences of climate change Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

year: 2023