Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-24T03:25:51.490Z Has data issue: false hasContentIssue false
  • English
  • Français

Tu'utu'u le upega i le loloto—cast the net into deeper waters: exploring dance as a culturally sustaining mathematics pedagogy

Published online by Cambridge University Press:  05 September 2019

Sinapi Taeao  and
Robin Averill Open the ORCID record for Robin Averill [Opens in a new window]
Sinapi Taeao
Affiliation:
Naenae College, PO Box 31171, Lower Hutt 5011, New Zealand
Robin Averill*
Affiliation:
School of Education/Te Puna Akopai, Victoria University of Wellington/Te Whare Wānanga o te Upoko o te Ika a Māui, PO Box 600, Wellington 6140, New Zealand
*
Author for correspondence: Robin Averill, E-mail: [email protected]
Get access

Abstract

Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sāsā. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed.

Keywords

Culturally sustaining pedagogydancePasifikamathematics educationwellbeing
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 1 , August 2021 , pp. 127 - 135
Copyright
Copyright © The Author(s) 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alibali, M and Nathan, M (2012) Embodiment in mathematics teaching and learning: evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences 21, 247–286.CrossRefGoogle Scholar
Alpert, P (2011) The health benefits of dance. Home Health Care Management & Practice 23, 155–157.CrossRefGoogle Scholar
Anderson, P and Atkinson, B (2013) Closing the gap: using graduate attributes to improve Indigenous education. The International Education Journal: Comparative Perspectives 12, 135–145.Google Scholar
Anthony, G and Walshaw, M (2007) Effective Pedagogy in Mathematics/Pāngarau: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Available at: www.educationcounts.govt.nz/publications/series/2515.Google Scholar
Baumeister, R and Leary, M (1997) Writing narrative literature reviews. Review of General Psychology 1, 311–320.CrossRefGoogle Scholar
Boland, A, Cherry, MG and Dickson, R (2017) Doing a Systematic Review: A Student's Guide, 2nd Edn, London: Sage.Google Scholar
Buranich, R (2016) Math in Motion: How Integrating Dance and into a Math Classroom Affects a Student's Ability to Learn (Unpublished honours thesis). State University of New York, New York, United States.Google Scholar
Celedόn-Pattichis, S, Borden, L, Pape, S, Clements, D, Peters, S, Males, J, Chapman, O and Leonard, J (2018) Asset-based approaches to equitable education research and practice. Journal for Research in Mathematics Education 49, 373–389.CrossRefGoogle Scholar
Cruz Banks, O (2009) Critical postcolonial dance recovery and pedagogy: an international literature review. Pedagogy, Culture & Society 17, 355–367.CrossRefGoogle Scholar
Edwards, F and Krishnan, P (2016) Thinkpiece: making a case for nurturing Pasifika students through the arts in New Zealand: now would be a good time. Teachers and Curriculum 16, 77–80.CrossRefGoogle Scholar
Fa'avae, D (2017) Family knowledge and practices useful in Tongan boys’ education. Set: Research Information for Teachers 2, 49–56.CrossRefGoogle Scholar
Fairbairn-Dunlop, TP (2010) Pacific youth connecting through poly. In Ward, C, Liu, J, Fairbairn-Dunlop, TP and Henderson, A (eds), Youth Voices, Youth Choices: Identity, Integration and Social Cohesion in Culturally Diverse Aotearoa/New Zealand. Wellington, New Zealand: Victoria University of Wellington, pp. 20–29.Google Scholar
Ferguson, PB, Gorinski, R, Wendt Samu, T and Mara, D (2008) Literature Review on the Experiences of Pacific Learners in the Classroom. Report for the Ministry of Education. Wellington, New Zealand: Ministry of Education.Google Scholar
Flavell, M (2017) Listening to and learning from Pacific families. Set: Research Information for Teachers 2, 42–48.CrossRefGoogle Scholar
Gay, G (2010) Culturally Responsive Teaching: Theory, Research and Practice, 2nd Edn, New York: Teachers College Press.Google Scholar
Gerofsky, S (2013) Learning mathematics through dance. In Hart, GW and Sarhanfi, R (eds), Proceedings of Bridges 2013 Mathematics, Music, Art, Architecture, Culture. Enschede, NL: Saxon University, pp. 337–344.Google Scholar
Giguere, M (2011) Dancing thoughts: an examination of children's cognition and creative process in dance. Research in Dance Education 12, 5–28.CrossRefGoogle Scholar
Green, B, Johnson, C and Adams, A (2006) Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of Chiropractic Medicine 5, 101–117.CrossRefGoogle ScholarPubMed
Haskell, W, Lee, IM, Pate, RR, Powell, E, Blair, S and Franklin, B (2007) Physical activity and public health: updated recommendation for adults from the American College of sports medicine and the American Heart Association. Circulation 116, 1–13.Google ScholarPubMed
Hunter, R and Anthony, G (2011) Forging mathematical relationships in inquiry-based classrooms with Pasifika students. Journal of Urban Mathematics Education 4, 98–119.Google Scholar
Hunter, J, Hunter, R, Bills, T, Cheung, I, Hannant, B, Kritesh, K and Lachaiya, R (2016) Developing equity for Pāsifika learners within a New Zealand context: attending to culture and values. New Zealand Journal of Educational Studies 51, 197–209.CrossRefGoogle Scholar
Jain, S and Brown, D (2001) Cultural dance: an opportunity to encourage physical activity and health in communities. Journal of Health Education 32, 216–222.Google Scholar
Johnson, J and Beamer, K (2013) An Indigenous narrative of resilience: Malama ko aloha. Substance Use & Misuse 48, 1369–1376.CrossRefGoogle ScholarPubMed
Mackley-Crump, J (2011) Malaga—the journey: the performing arts as motivational tool for Pasifika students in Aotearoa New Zealand. The Asia Pacific Journal of Anthropology 12, 255–273.CrossRefGoogle Scholar
Maskarinec, G, Look, M, Tolentino, K, Trask-Batti, M, Seto, T, de Silva, M and Kaholokula, J (2015) Patient perspectives on the hula empowering lifestyle adaptation study: benefits of dancing hula for cardiac rehabilitation. Health Promotion Practice 16, 104–114.CrossRefGoogle ScholarPubMed
Matthews, C (2015) Maths as storytelling: maths is beautiful. In Price, K (ed.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession, 2nd Edn. Melbourne, VIC: Cambridge University Press, pp. 102–120.CrossRefGoogle Scholar
Ministry for Pacific Peoples (2017) The Ministry for Pacific Peoples Strategic Intentions 2017–2020. Wellington, New Zealand: Author. Retrieved from http://www.mpp.govt.nz/assets/Uploads/MPP-Strategic-Intentions-Document2017-2020.pdf.Google Scholar
Ministry of Education (2007) The New Zealand Curriculum. Wellington, New Zealand: Learning Media.Google Scholar
Ministry of Education (2008) Book 1: The Number Framework. Wellington, New Zealand: Author.Google Scholar
Ministry of Education (2013) The Pasifika Education Plan. Wellington, New Zealand: Author.Google Scholar
Ministry of Education (2016) TIMSS 2015: New Zealand Year 9 mathematics results. Retrieved from http://www.educationcounts.govt.nz/publications/series/2571/timss-201415/timss-2015-new-zealand-year-9-maths-results.Google Scholar
Ministry of Education (2018) Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners. Wellington, New Zealand: Ministry of Education. Retrieved from http://www.elearning.tki.org.nz/News/Tapasa-Cultural-Competencies-Framework-for-Teachers-of-Pacific-Learners.Google Scholar
Moore, C and Linder, S (2012) Using dance to deepen student understanding of geometry. Journal of Dance Education 12, 104–108.CrossRefGoogle Scholar
Murcia, C, Kreutz, G, Clift, S and Bongard, S (2010) Shall we dance? An exploration of the perceived benefits of dancing on well-being. Arts & Health 2, 149–163.CrossRefGoogle Scholar
New Zealand Qualifications Authority (2017) Annual Report on NCEA and New Zealand Scholarship Data and Statistics 2016. Wellington, New Zealand: Author.Google Scholar
Palmer, A (2010) ‘Let's dance!’ Theorising alternative mathematical practices in early childhood teacher education. Contemporary Issues in Early Childhood 11, 130–143.CrossRefGoogle Scholar
Paris, D (2012) Culturally sustaining pedagogy: a needed change in stance, terminology, and practice. Educational Researcher 41, 93–97.CrossRefGoogle Scholar
Reynolds, M (2018) They always have my back: a strengths-based approach to understanding the value(s) of Pasifika brotherhoods in education in Aotearoa New Zealand. International Journal of Multicultural Education 20, 1–23.CrossRefGoogle Scholar
Riley, N, Lubans, D, Holmes, K, Hansen, V, Gore, J and Morgan, P (2017) Movement-based mathematics: enjoyment and engagement without compromising learning through the EASY minds program. EURASIA Journal of Mathematics Science and Technology Education 13, 1653–1673.CrossRefGoogle Scholar
Rimoni, F (2016) Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School (Unpublished PhD Dissertation). Victoria University of Wellington, Wellington, New Zealand.Google Scholar
Robinson, K and Aronica, A (2015) Creative Schools: The Grassroots Revolution That's Transforming Education, 1st Edn, New York: Viking.Google Scholar
Rosenfeld, M (2011) Jump patterns: percussive dance and the path to math. Teaching Artist Journal 9, 78–89.CrossRefGoogle Scholar
Samu, T (2006) The ‘pasifika umbrella’ and quality teaching: understanding and responding to the diverse realities within. Waikato Journal of Education 12, 35–49.Google Scholar
Schaffer, K, Stern, E and Kim, S (2001) MathdDance with Dr. Schaffer and Mr. Stern: Whole Body Math and Movement Activities for the K-12 Classroom. Santa Cruz, CA: MoveSpeakSpin.Google Scholar
Siemon, D (2017) Reflections on pedagogy in a remote indigenous community. In Chronaki, A (ed.), Mathematics Education and Life at Times of Crisis (Proceedings of the Ninth International Mathematics Education and Society Conference) Vol. 2. Greece: University of Thessaly Press, pp. 856–866.Google Scholar
Si'ilata, RK, Samu, TW and Siteine, A (2018) The va'atele framework: Redefining and transforming pasifika education. In McKinley, E, Smith, LT (eds.), The Handbook of Indigenous Education. Singapore: Springer Nature, pp. 1–30.Google Scholar
Siope, SA (2011) The schooling experiences of Pasifika students. Set: Research Information for Teachers 3, 10–16.CrossRefGoogle Scholar
Smith, J (2016) Empowering Pasifika students to express their identities through visual arts in New Zealand secondary schools: the role of euro-descendent teachers. International Journal of Multicultural Education 18, 85–106.CrossRefGoogle Scholar
Spiller, L (2012) “How can we teach them when they won't listen?”: how teacher beliefs about Pasifika values and Pasifika ways of learning affect student behaviour and achievement. Set: Research Information for Teachers 3, 58–66.CrossRefGoogle Scholar
Statistics New Zealand (2013) 2013 Census quick stats about culture and identity. Retrieved from http://archive.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-culture-identity/pacific-peoples.aspx/.Google Scholar
Taouma, A (2014) Pacific dance in Aotearoa: a tale of the last 20 years. DANZ Quarterly: New Zealand Dance 34, 30–31.Google Scholar
Taylor, M and Bailey, J (2011) Mathematics and The New Zealand curriculum in the primary classroom. Curriculum Matters 7, 87–98.CrossRefGoogle Scholar
Te Ava, A and Page, A (n.d.) How the Tivaevae model can be used as an Indigenous methodology in Cook Islands education settings. Australian Journal of Indigenous Education, 1–7. doi: 10.1017/jie.2018.9Google Scholar
Tongati'o, L, Mitchell, K, Tuimauga, F and Kennedy, S (2016) Ngāue fakataha ki he ako ‘a e fānau: Schools and Parents and Families Working Together to Better Understand and Support Pasifika Students’ Progress and Achievement at School (Phase One). Wellington, New Zealand: Ministry of Education.Google Scholar
Trinick, R and Sauni, L (2016) Sāsā: more than just a dance. In Ashley, L and Lines, D (eds.), Intersecting Cultures in Music and Dance Education: An Oceanic Perspective. Cham, Switzerland: Springer International Publishing, pp. 49–65.Google Scholar
Trinick, T, Meaney, T and Fairhall, U (2016) The relationship between language, culture and ethnomathematics. Journal of Mathematics and Culture 10, 175–191.Google Scholar
Tupuola, A (2004) Pasifika edgewalkers: complicating the achieved identity status in youth research. Journal of Intercultural Studies 25, 87–100.CrossRefGoogle Scholar
Vilisoni, H (2006) Dancing oceania: The oceania dance theatre in context. In Sears, L and Raffel, S (eds.), The 5th Asia-Pacific Triennial of Contemporary Art. Brisbane: Queensland Art Gallery Publishing, pp. 32–42.Google Scholar
Whitinui, P (2010) Indigenous-based inclusive pedagogy: the art of Kapa Haka to improve educational outcomes for Māori students in mainstream secondary schools in Aotearoa, New Zealand. International Journal of Pedagogies and Learning 6, 3–22.CrossRefGoogle Scholar
Wilson, K (2016) “Pride and honour”: Indigenous dance in New South Wales schools. In Ashley, L and Lines, D (eds.), Intersecting Cultures in Music and Dance Education: An Oceanic Perspective. Cham, Switzerland: Springer, pp. 67–77.Google Scholar