An Intersection of Mathematics Educational Values and Cultural Values - Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values

Oct 15, 2026

This article investigates mathematics educational values among Pāsifika students in New Zealand, using student voice to analyze how learners understand educational values and why they rate different value statements as more or less important. The study draws on Years 7 and 8 students from two low-socioeconomic middle schools who selected survey statements as most and least important, followed by semi-structured individual interviews to explain selections. Results show practice, family, respect, and persistence ranked highest, while accuracy and utility were least valued, revealing an intersection between mathematics educational values and cultural values.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Equity and numeracy challenges

Cultural nature of mathematics

Research gap and study focus

An Intersection of Mathematics Educational Values and Cultural Values: P¯asifika Students’Understanding and Explanation of Their Mathematics Educational Values Jodie Hunter Massey University ECNU Review of Education 2021, Vol. 4(2) 307–326 ª The Author(s) 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120931106](DOI: 10.1177/2096531120931106)[ ](DOI: 10.1177/2096531120931106)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: This article investigates the mathematics educational values of Pa¯sifika students in New Zealand. It draws on student voice to examine Pa¯sifika students’ understanding of mathematics educational values and their reasons for rating values at different levels of importance. Design/Approach/Methods: The study involved Years 7 and 8 Psifika students from two lowsocioeconomic middle schools. Students selected their most and least important mathematics educational value statements on a survey. Semi-structured individual interviews were used to investigate their reasons for selecting the values. Findings: The mathematics educational values ranked highly by the greatest percentage of students were practice, family, respect, and persistence. In contrast, the values of accuracy and utility were rated as least important. Student interview data revealed commonalities in accounting for the importance of different values. The findings indicate an intersection between the mathematics educational values and cultural values of Pa¯sifika people. Corresponding author: Jodie Hunter, Institute of Education, Massey University, Atrium Building AT3.36, University Drive, Albany, Auckland 0745, New Zealand. Email: [j.hunter1@massey.ac.nz](j.hunter1@massey.ac.nz) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Originality/Value: There have been few studies that have explored the mathematics educational values of Pa¯sifika students. The current study provides insight into why specific values are important to Psifika students and how these may influence classroom interactions. The use of student interview data widens the existing literature focused on values in mathematics education. Keywords Culture, equity, mathematics education values, Psifika education Date received: 13 December 2019; accepted: 7 May 2020 Introduction Achieving equity in education is an urgent challenge facing educators. Both in New Zealand and internationally, the current educational climate places a major emphasis on all children in the 21st century becoming literate and numerate and achieving at high levels across the curriculum (New Zealand Ministry of Education, 2010) . Teachers positioned within the constantly changing context of education are charged with the responsibility to equip all students to be knowledgeable and able to succeed within diverse global communities (Alton-Lee, 2011) . New Zealand, like many other countries, has an increasingly diverse and changing student population. This includes a large percentage of underachieving and disengaged Pa¯sifika students who have traditionally been marginalized by inequitable schooling practices (Ferguson et al., 2008) . Pa¯sifika people are those of Pacific-heritage resident in New Zealand (and the diaspora located in other Pacific rim nations), whose cultural origins lie within the small Pacific nations (e.g., Fiji, Samoa, Tonga, Niue,

FAQs

What is the purpose of the study?

The study investigates Pāsifika students’ mathematics educational values in New Zealand, focusing on how students understand these values and why they rate them at different levels of importance.

How were participants’ values studied?

Years 7 and 8 Pāsifika students selected the most and least important value statements on a survey. Semi-structured individual interviews then explored the reasons behind their selections.

Which values were most and least important to students?

Students most highly ranked practice, family, respect, and persistence. Accuracy and utility were rated as least important.

Oct 15, 2026

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