Challenging and Disrupting Deficit Discourses in Mathematics Education: Positioning Young Diverse Learners to Document and Share Their Mathematical Funds of Knowledge

Y

15

Cultural Background; Mathematics Instruction; Student Diversity; Disadvantaged; Pacific Islanders; Ethnic Groups; Indigenous Populations; Photography; Foreign Countries; Student Attitudes; Participatory Research; Family Environment; Mathematics Skills; Knowledge Level; Family Programs; Indigenous Knowledge; Food; Measurement; Elementary School Students; Secondary School Students; Purchasing; Handicrafts

10.1080/14794802.2022.2088607

1479-4802
1754-0178

In New Zealand and internationally, diverse groups of people are under-represented in mathematics. Disrupting deficit discourses requires educators to recognise the funds of knowledge of learners. This article focuses on stories of mathematics at home and in the community of Pacific learners to highlight what we can learn from the voices of diverse learners and challenge notions that mathematics is deficient in their homes and lives. The study used an indigenous research framework, Tivaevae, with a participatory research strategy, photo-voice, to position participants to share their funds of knowledge. Data analysis drew on thematic analysis to examine different funds of knowledge and mathematics evident in photo-elicitation interviews. The findings highlight the richness of the funds of knowledge and provide insight into stories of mathematics that are not typically recognised in classrooms. The documentation of diverse learners' funds of knowledge related to mathematics challenges ongoing deficit discourse.

As Provided

2023

EJ1366074