title: Māori medium children’s views about learning mathematics: possibilities for future directions

authors: Hāwera, Ngārewa

subjects: New Zealand

abstract: Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

text: Māori medium children’s views about learning mathematics: possibilities for future directions Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

year: 2011

title: Te Whariki revisited: How approaches to assessment can make valued learning visible

authors: McLachlan, Claire

abstract: In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

text: Te Whariki revisited: How approaches to assessment can make valued learning visible In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

year: 2018

title: Polarized Complexes Obtained by Regiospecific Substitution of a CN Group in Ru{C≡CC(CN)═C(CN)₂}(dppe)Cp* (Cp* = η-C₅Me₅)

authors: Bruce, Michael I.

subjects: chemistry

abstract: The complex Ru{C≡CC(CN)═C(CN)₂}(dppe)Cp* (1), containing the new tricyanovinylethynyl (3,4,4-tricyanobut-3-en-1-ynyl) ligand, undergoes ready substitution of the 3-cyano group by nucleophiles (Nu) such as H, Me, Pri, Bu, But, mesityl, OMe, OBut, OCH2CH═CH₂, NHEt, NEt₂, and PPh₂ to give Ru{C≡CC(Nu)═C(CN)₂}(dppe)Cp*. The X-ray diffraction structures of several of the resulting complexes are reported and, for the mesityl and PPh₂ products, show that isomerization to the 3,5-dimethylbenzyl and oxidation to the phosphine oxide have respectively occurred.

text: Polarized Complexes Obtained by Regiospecific Substitution of a CN Group in Ru{C≡CC(CN)═C(CN)₂}(dppe)Cp* (Cp* = η-C₅Me₅) The complex Ru{C≡CC(CN)═C(CN)₂}(dppe)Cp* (1), containing the new tricyanovinylethynyl (3,4,4-tricyanobut-3-en-1-ynyl) ligand, undergoes ready substitution of the 3-cyano group by nucleophiles (Nu) such as H, Me, Pri, Bu, But, mesityl, OMe, OBut, OCH2CH═CH₂, NHEt, NEt₂, and PPh₂ to give Ru{C≡CC(Nu)═C(CN)₂}(dppe)Cp*. The X-ray diffraction structures of several of the resulting complexes are reported and, for the mesityl and PPh₂ products, show that isomerization to the 3,5-dimethylbenzyl and oxidation to the phosphine oxide have respectively occurred.

year: 2012