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Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching

Roberta Hunter, Jodie Hunter, Glenda Anthony, and Katrina McChesney

There is increasing recognition that the underachievement of Māori, Pasifika, and other diverse students in New Zealand schools is in large part owing to systemic factors that disadvantage these students. Responding to the urgent need for significant change in our schools and classrooms, the developing mathematical inquiry communities model is a research-based approach to mathematics teaching involving culturally responsive and culturally sustaining pedagogical practices that reflect ambitious teaching and complex instruction. The approach is comprehensive and complex, involving a set of interrelated components and practices aimed at improving teaching, learning, equity, and student outcomes. Although transforming pedagogical practices is challenging, such transformation is essential to ensure that equitable outcomes are achieved for all students.

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