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Table of Contents.- Acknowledgement.- Glossary.- Chapter 1 Introduction to the book and themes.-The school and the data.- Using case studies.- The complexity of learning mathematics in an Indigenous language.- Meeting and overcoming challenges. Section A Meeting Political Challenges Maui.- Chapter 2 The development of a mathematics register in an Indigenous language.- Te wero no waho - the external challenge.- Te wero no roto - the internal challenge.- The process of expanding the mathematics register in te reo Maori.- The Standardising Process.- Challenges to Te Reo Maori from developing the mathematics register.- Meeting challenges.- Chapter 3 History of Te Koutu - the politicisation of a local community.- The history of Te Koutu.- Governance and whanau involvement in the school.- Meeting challenges in establishing and operating Te Koutu.- Chapter 4 It is kind of hard to develop ideas when you couldn't understand the question: Doing exams bilingually.- National Certificate in Educational Achievement.- Making the exams bilingual.- Results from bilingual NCEA examinations.- Equivalence in Bilingual Education.- Improving the quality of the te reo Maori examinations.- Students' Responses to Doing Exams Bilingually.- Meeting the challenge of doing exams bilingually.- Section B Meeting Mathematical Challenges.- Maui.- Chapter 5 The resources in te reo Maori for students thinking mathematically.- Resources in te reo Maori.- Linguistic markers.- Transparency within terms. - Logical connectives.- Linguistic complexity.- The teacher's role in supporting students' spoken explanations.- Kanikani angarau - dancing mathematics.- Meeting challenges around thinking mathematically.- Chapter 6 Writing to help students think mathematically.- The role of literacy within a traditionally oral culture.- Writing to support reflection.- Types of writing in mathematics.- Writing in mathematics at Te Koutu.- Whakaahua.- Whakamarama.- Parahau.- Judging the quality of mathematical writing.- Students' views about writing in mathematics.- Challenges in writing to support mathematical thinking.- Chapter 7 The case of probability.- Students learning about probability.- Learning to think about probability.- Developing the idea of likelihood in the beginning school years.- Developing ideas about the probability of events at the end of primary school.- Developing ideas about the probability of events in Intermediate and High School.- Meeting the challenge of using language for thinking probabilistically.- Section C Meeting Community Challenges.- Maui.- Chapter 8 Using the mathematics register outside the classroom.- Te reo Maori and broadcasting.- The use of the mathematic register on Maori television.- The use of te reo Maori by students once they finish their Maori-medium schooling.- Using te reo Maori for further study.- Using te reo Maori in the work place.- Using te reo Maori for socialising.- Meeting challenges.- Chapter 9 Teachers as learners of the mathematics register.- Language knowledge as part of pedagogical content knowledge.- Initial teacher education for Maori-medium teachers.- Learning on the job: The situation at Te Koutu.- Strategies for learning the mathematics register whilst at work.- Professional development for teachers of mathematics in te reo Maori.- Meeting the challenges of teachers learning the mathematics register.- Section D Meeting pedagogical challenges.- Maui.- Chapter 10 They don't use the words unless you really teach them: mathematical Register Acquisition Model.- Mathematics Register Acquisition Model (MRA).- Kitenga/Noticing.- Taunga/Integration.- Putanga/Output.- Combining strategies for effectiveness.- Language acquisition strategies and year level.- The effect of the newness of the topic on strategy use.- Meeting the challenge of documenting how teachers supported students to acquire the mathematics register.- Chapter 11 "Maori were traditional explorers": Maori Pedagogical Practices.- What are pedagogical practices?.- What are Maori pedagogical practices?.- Te Aho Matua.- Pedagogical practices at Te Koutu.- Te Reo.- Nga Iwi.- Te Ao.- Ahuatanga Ako.- Te Tino Uaratanga.- Meeting the challenge of working within Maori pedagogy.- Chapter 12 "And that's what you want to happen. You want the shift in classroom practice.".- The teachers' experiences of learning.-The wider societal structures as influences on the teachers' learning.- Perceptions of themselves within the immediate context as influences on teachers' learning.- Teachers' sense of self as an influence on their learning.- Meeting the challenge of changing teachers' practices.- Chapter 13 Collaborating to meet challenges.- The complexity of factors that interact when meeting challenges.- The stages in meeting challenges.- The features of collaboration that support meeting challenges.- Conclusion.

Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms