Understandings of the implications of the Treaty of Waitangi in mathematics programs

A New Zealand Professional Standard for beginning primary school teachers states that they will “understand the implications of the Treaty of Waitangi and te reo me ǀna tikanga4”. This paper presents how this standard was demonstrated by a group of teachers within their mathematics programs. Dilemmas, supports, perceived effects on children’s attitudes and achievement, and implications for pre-service education are presented. Findings include that teachers felt constrained by time, school planning, school culture, and children’s lack of prior knowledge. Ahakoa he iti, he pounamu. Although it is small, it is precious. Regulated Professional Standards were introduced for Aotearoa/New Zealand primary school teachers in 1998 and from the beginning of 1999 the appropriate Professional Standards were to be integrated within each teacher's performance expectations and development objectives. Pay progression on the base scale is subject to the employer, in practice often the school principal, attesting annually that the teacher has met all of the Professional Standards at the appropriate level (Ministry of Education, 1998a). This stud