Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed ...

Problem solving is at the heart of mathematics, and is known to support learning for a diverse range of children. However, challenges can be encountered when teaching mathematics through problem solving. This article provides insights from research literature into (a) the nature of the challenges, and (b) some ways that ...

This article presents the thoughts of six teachers asked to reflect on their experiences planning for and delivering school-led learning from home opportunities during Aotearoa New Zealand’s COVID-19 Alert Levels 3 and 4 lockdown at the end of the first term and beginning of the second term 2020. What comes ...

In 2019, the Earthquake Commission (EQC) New Zealand with a stake to raise awareness of natural disasters and their impacts, commissioned the LEARNZ  Our Supervolcanoes virtual field trip (VFT) to teach about volcanoes around Lake Taupō in Aotearoa New Zealand. The involvement of kaupapa Māori researchers in the project facilitated ...

This article addresses the question: What would it take for collaborative teacher–librarian partnerships to flourish in Aotearoa New Zealand secondary schools? We provide a three-part model that explores how professional expectations and local (school) conditions can influence whether the school librarian is siloed or integrated within a school. Our analysis ...

Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers
Increased migration in recent years means that New Zealand classrooms are growing in cultural diversity—and in some communities, the extent and complexity of this has reached levels of “superdiversity”. This article reports on how teachers (n = 23) ...

This article tells the contrasting stories of two Auckland secondary school principals who faced different challenges in leading their schools through a number of COVID-19-related lockdowns. It explores the extent to which leadership practices have been shaped by school closures. The focus is on community priorities, system changes, strengthening community ...

This Q&A is based on a conversation with primary school teacher Dianne Christenson about her use of place-based learning in science. The idea for the column took shape as Rose Hipkins listened to Di report back to her co-researchers in a Teaching and Learning Research Initiative (TLRI) project team meeting ...