Literacy & Communication and Maths Strategy

The Common
Practice Model
Phase 1: Principles and Pedagogical Approaches
Contents

Introduction.......................................................................................................................................................1

Engaging with the Common Practice Model........................................................................................5

Culturally responsive and sustaining approach...................................................................................6

Critical pedagogies........................................................................................................................................8

Communicating pedagogies....................................................................................................................11

Planned interactive learning......................................................................................................................15

Multiliteracies................................................................................................................................................. 18

Linguistically diverse learning (work in progress)...........................................................................21

Strengthening explicit teaching in literacy and communication...............................................22

Thinking and working mathematically..................................................................................................25

Supporting ākonga relationships with maths....................................................................................27

References......................................................................................................................................................29

Common Practice Model

 Introduction

Literacy & Communication and Maths Strategy

Every child and young person in Aotearoa New Zealand needs to experience success in their
learning and have their progress and achievements celebrated. The Literacy & Communication and
Maths Strategy aims to address inequity by lifting educational achievement for all.
The Strategy and Action Plans enable the early learning and schooling system to deliver equity and
excellence in literacy, communication, and maths1 teaching and learning.
The Strategy is part of the Ministry of Education’s wider work programme, which includes the
refresh of The New Zealand Curriculum and delivery of Te Whāriki: Early childhood curriculum.
More information about the Strategy can be found at Literacy & Communication and Maths Strategy
– Education in New Zealand
In essence, the New Zealand Curriculum for schooling identifies ‘what’ to teach, and the Common
Practice Model identifies ‘how’ to teach it.

1
Maths in the Strategy encompasses mathematics and statistics, including numeracy.

Common Practice Model 1

The Common Practice Model
A key part of the Strategy is the Common Practice Model. The Common Practice Model provides clarity
and direction for literacy, communication, and maths teaching and learning from early learning through
to the end of secondary schooling. It comprises:
• principles to guide teaching literacy, communication, and maths across the learning pathway; these are
essential and enduring
• pedagogical approaches that are theoretical frameworks or approaches to teaching, informed
by evidence of how ākonga learn
• practices that are purposeful acts of teaching
• a suite of supports for kaiako and leaders, including guides, resources and professional learning.
Phase 1 of the Common Practice Model (March 2023) outlines the principles and evidence-informed
pedagogical approaches for teaching literacy, communication, and maths. It includes a high-level
description of each pedagogical approach, search terms to support further research, and
relevant references.
Phase 2 of the Common Practice Model (later in 2023) will include evidence-informed practices. These
will include the purposeful acts of teaching in learning environments.
The Common Practice Model will be embedded into supports and resources, professional learning, and
will influence Initial Teacher Education programmes (ITE).

Developing the Common Practice Model

Phase 1 of the Common Practice Model was developed collaboratively and reflects sector experiences
and research findings. The Ministry of Education partnered with a group of expert contributors who
identified and recommended key principles and pedagogical approaches. These were tested with focus
groups, made up of education leaders and kaiako.

Principles
For ākonga, learning occurs in rich and diverse ways. The Common Practice Model aims to create space
for all forms of knowledge to be honoured, sustained, and experienced; a space where cultural identities
are valued alongside emerging identities within literacy, communication, and maths. Teaching and
learning will be informed by communities, evidence, and research.

Common Practice Model 2

Contributors considered a range of principles but after deliberation determined that the visions and
principles of Te Whāriki and The New Zealand Curriculum would also provide the necessary foundations
for the Common Practice Model.

Pedagogical approaches
Every kaiako teaches literacy, communication, and maths.
The contributors group working with the Ministry identified pedagogical approaches specific to literacy,
communication, and maths.
The pedagogical approaches have similarities and are informed by separate bodies of research, evidence,
and disciplinary knowledge. Emphasis has been placed on the shifts in pedagogical approaches required
to improve outcomes for ākonga in literacy, communication, and maths. For example, both groups
emphasised the need for communicating pedagogies, while supporting ākonga relationships with
maths was highlighted as a distinct pedagogical approach for maths. Relationships with literacy and
communication are woven through the other pedagogical approaches. These pedagogical approaches
will overlap and blend together in practice.

Overview of the pedagogical approaches

Theoretical frameworks or approaches to teaching, informed by evidence of how ākonga learn.

Common Practice Model 3

Shared pedagogical approaches
Culturally responsive and sustaining approach recognises, fosters, and values the diverse ethnicities,
linguistic contexts, and cultural practices of all ākonga.
Critical pedagogies support ākonga to develop insights and skills to participate in and contribute
to society.
•C
 ritical literacy recognises that texts are socially constructed and not neutral, and involves
interrogating and constructing texts.
•C
 ritical maths is about using maths to think critically about societal issues and where
appropriate,
take action.
Communicating pedagogies provide a safe and encouraging environment for all ākonga to learn through
communicating with kaiako and their peers.
•R
 ich, extended dialogue in literacy and communication provide opportunities for kaiako
and ākonga to share their ideas and respectfully challenge thinking.
•C
 ommunicating in maths is used to develop understanding as well as to explain and
justify thinking.
Planned interactive learning creates the conditions for exploring, thinking, discussing, investigating,
and creating.
•A
 ctive learning in literacy and communication involves reciprocal and interactive experiences
for ākonga and kaiako.
• I nvestigations using maths provides opportunities for ākonga to explore situations when the
direction and outcome or the solution method is unknown at the beginning.

Specific pedagogical approaches

Literacy and communication
Multiliteracies recognise multiple modes of making meaning (visual, gestural, audio, spatial, and
linguistic) within a range of social, cultural, and linguistic contexts.
Linguistically diverse learning has been identified as a pedagogical approach that requires further
development before being released.
Strengthening explicit teaching in literacy and communication is a purposeful way of teaching ākonga
knowledge, skills, and strategies for making and communicating meaning in oral, written, visual and
multimodal forms.

Maths
Thinking and working mathematically provides ākonga with opportunities to work as a mathematician
and a statistician.
Supporting ākonga relationships with maths is kaiako supporting ākonga to respond to challenge and
be adaptable as well as providing opportunities for reflection.

Common Practice Model 4

Engaging with the
Common Practice Model
Please share and discuss the Common Practice Model with your colleagues. Later in 2023 the Ministry of
Education will engage with kaiako and leaders to gather feedback on the Common Practice Model and to
identify areas for further development or clarification.
The Literacy & Communication and Maths Strategy is a 5-year strategy with phased implementation
planned from 2025. The Common Practice Model will be ready for use from 2024 and we will start to roll
out resources and professional learning supports from 2024.
Please reflect on the following and discuss with your colleagues:
•O
 ur videos on the Strategy and the Common Practice Model, which describe the connections with
other Ministry workstreams and highlight the contributions of kaiako and leaders to the development of
the Common Practice Model.
•O
 ur one-pagers, which provide an overview of the pedagogical approaches, an overview of the
Common Practice Model and a description of how it was developed.
•C
 onsider what the Common Practice Model might mean for your approach to literacy, communication,
and maths.
•R
 eflect on your current practices in relation to the pedagogical approaches outlined in the Common
Practice Model and consider where you may have strengths and where you could focus future
development.
The videos and one-pagers are on the Ministry’s website at Common Practice Model –
Education in New Zealand
Remember, phase 1 of the Common Practice Model focuses on the principles and evidence-informed
pedagogical approaches for teaching literacy, communication, and maths. The practices – the purposeful
acts of teaching in learning environments – will be included in phase 2 of the Common Practice Model,
which will be released later in 2023.

Please visit our website for more information about:

•T
 he Literacy & Communication and Maths Strategy: Literacy & Communication and Maths Strategy –
Education in New Zealand
• The Common Practice Model: Common Practice Model – Education in New Zealand
You are also welcome to contact us at [email protected]

Common Practice Model 5

Culturally responsive
and sustaining approach

A culturally responsive and sustaining pedagogical approach recognises, fosters, and values the
diverse ethnicities, linguistic contexts, and cultural practices of all ākonga.

A culturally responsive and sustaining pedagogical approach values and builds upon the knowledge,
values, languages, cultures, identities, whānau, communities, lived experiences, and whakapapa of
ākonga. Kaiako recognise and actively redistribute power and status among all members of the learning
community. The cultures, languages, homes, and lived experiences of ākonga influence how they
understand and make sense of the world and are an integral part of who they are as learners.
This approach strengthens the sense of identity and well-being of ākonga and promotes equity and
inclusivity in learning environments.

Search terms
Culturally relevant pedagogy, culturally responsive teaching, culturally sustaining, relational pedagogies,
equity, equitable, diversity

More detail
•v
 alue, foster, and strengthen cultural ways of being, knowing, and doing, including encouraging ākonga
to communicate in their home languages
•e
 stablish pedagogical practices in ways that align with the values and cultural ways of being
of ākonga
• value the cultural knowledge of the context or artefacts being used.

In maths In literacy and communication

Kaiako: Kaiako:

• recognise that the artefacts, concepts, and ideas of • select and use texts or materials that reflect the
maths are cultural diverse linguistic practices and cultural identities
of ākonga
• position ākonga to see maths as part of their culture
• encourage the use of ākonga narratives as valued
• integrate maths learning and ākonga contexts and
resources in the learning environment
interests, weaving this with what is being taught
throughout the learning. • support ākonga in acquiring the language and
literacies of The New Zealand Curriculum and Te
Whāriki, while maintaining and strengthening their
heritage languages.

Common Practice Model 6

References

In maths In literacy and communication

Averill, R., Anderson, D., Easton, H., Maro, P. T., Smith, D., Hindle, R., & Matthewman, S. (2017). Māori literacies:
& Hynds, A. (2009). Culturally responsive teaching of Ecological perspectives. Set: Research Information for
mathematics: Three models from linked studies. Teachers, (3), 32–37. [hyperlink]
Journal for Research in Mathematics Education JRME,
40(2), 157-186. [hyperlink] Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W.,
Moses, L., & Baca, E. (2021). What is culturally informed
Hunter, J., & Miller, J. (2022). Using a culturally respon- literacy instruction? A review of research in P–5 contexts.
sive approach to encourage early algebraic reasoning Journal of Literacy Research, 53(1), 75–99. [hyperlink]
with diverse young learners. International Journal of
Science and Mathematics Education, 20, 111-131. Si‘ilata, R. (2019). Va‘atele: Enabling Pasifika literacy
[hyperlink] success. Literacy Forum NZ, 34(1), 13-24. [hyperlink]

Thomas, C., & Berry III, R. (2019). A qualitative meta

synthesis of culturally relevant pedagogy & culturally
responsive teaching: Unpacking mathematics teach-
ing practices. Journal of Mathematics Education at
Teachers College, 10(1), 21–30. [hyperlink]

Common Practice Model 7

Critical pedagogies

A critical pedagogical approach supports ākonga to develop insights and skills to participate in
and contribute to society.

In maths In literacy and communication

Critical maths Critical literacy

A critical maths pedagogical approach uses maths Critical literacy recognises that texts are socially constructed
to develop critical awareness about wider social, and not neutral. It involves interrogating and constructing
environmental, political, ideological, and economic texts. Critical literacy is more than critical thinking. It involves
issues. Critical maths recognises the importance of identifying how texts position readers by analysing inclusion,
understanding, interpreting, and addressing issues of exclusion, and representation. At the heart of critical literacy
power, social justice and equity in the community and is an understanding of the relationship between language
the wider world. Ākonga are encouraged to interrogate and power. Texts may be oral, visual, audio, gestural, spatial,
dominant discourses and assumptions, including that or multimodal. This includes digital literacy.
maths is benign, neutral, and culture-free.

Search terms Search terms

Data sovereignty, humanising mathematics, teaching Text analyst, text user, critical analysis, discourse analysis,
maths for social justice (TMfSJ), ethnomathematics, critical multiliteracies
maths + {conscientisation, equity, ethics, citizenship}

More detail More detail

The goal is to develop the agency of ākonga as critically Texts reflect relationships between groups of people.
aware mathematical and statistical thinkers who Text creators make certain conscious and sub-conscious
can communicate their position on issues. A critical decisions when constructing texts, using text features that
pedagogical approach encourages ākonga to question reflect ideological positions. Critical literacy provides the
mathematical and statistical processes, assumptions, mechanisms for analysing, interrogating, and communicating
representations, including models and graphs, and ways those decisions. Becoming critically literate enables ākonga
of interpreting context. to develop agency and a social conscience. Examples of this
might include discussion of representations of people in
picture books, interacting constructively on digital platforms,
and engaging in informed discussion and analysis relating to
broader social issues.

Critical literacy involves a deeper level of analysis than critical

thinking. Critical thinking involves reflecting on texts and
interpreting and evaluating the meaning conveyed rather
than interrogating social positioning. Opportunities for
developing critical literacy should be contextualised in
the learning environment and encourage ākonga to be
confident in expressing their viewpoints in relation to
positioning in texts.

Common Practice Model 8

 In maths In literacy and communication

Kaiako: Kaiako:

• develop a learning culture where ākonga equita- • encourage ākonga to identify the purpose of texts and
bly participate in all aspects of learning maths how authors construct them to achieve that purpose
• consider and evaluate both the intended and • use a variety of texts that reflect a range of ideological
unintended consequences of what maths is perspectives on social, cultural, political and environ-
taught and the ways it is taught
mental issues
• encourage ākonga to use cultural tools to partici-
pate and contribute to the world • use prompts to encourage authentic conversation
in relation to text purpose and structure, gaps and
• support ākonga to pose probing and critiquing silences, power and interest, as well as whose view of
maths and socio-cultural questions at every stage reality is being presented
of their working processes
• support ākonga to synthesise, evaluate, compare, and
• are open to different perspectives and experienc- contrast texts from a variety of sources
es of thinking in maths
• develop ākonga understanding of the authenticity of
• conduct discussion, analysis, and examination of
dimensions of socio-cultural issues in maths texts, as well as bias
investigations
• encourage ākonga agency through opportunities to
• explore, develop, and apply ethical understand- create texts that are purposeful in conveying their posi-
ing in maths learning tioning on issues
• support ākonga to understand the relationship • scaffold critical literacy through large or small-group
between mathematics, technologies, innovations, discussions using questions that encourage ākonga to
and people and how they interact to address consider the position of the author and articulate their
social justice and equity. thinking through dialogic interaction
When ākonga are critically aware mathematical
• encourage consideration of existing knowledge and
and statistical thinkers, they are open to robust
conversations where they draw from maths perspectives – how does this new understanding
justification and argumentation. They ask critical influence ākonga thinking?
questions and challenge assumptions made from
maths findings. • provide instruction in how text creators use text fea-
tures, vocabulary, and form in relation to purpose,
audience and situational context

• support ākonga to understand the modes of language

used and the meaning conveyed prior to critical
examination. This might require multiple ‘readings’
of the text.

Through engaging in learning opportunities involving critical

literacy, ākonga develop critical awareness of wider social
issues. Ākonga develop metacognitive and metalinguistic
skills that provide agency for them to both construct and
interrogate a range of texts, contributing to development of
their own identity. Ākonga understand that texts cannot be
taken at face value, and that they are socially constructed and
not neutral.

Common Practice Model 9

References

In maths In literacy and communication

Bills, T., Sawatzki, C., & Hunter, J. (2021). ‘Pākehā get Abbiss, J. (2016). Critical literacy in support of critical-
more money than the other cultures’: Teaching citizenship education in social studies. Set: Research
Pāsifika students with and for a social justice Information for Teachers, (3), 29–35. [hyperlink]
orientation. In T. Lucey (Ed.), Financialization,
financial literacy, and social education (pp. 23-41). Behrmann, E. H. (2006). Teaching about language, power
Routledge. [hyperlink] and text: A review of classroom practices that support
critical literacy. Journal of Adolescent & Adult Literacy,
Bishop, A. J. (2001). What values do you teach 49(6), 490-498. [hyperlink]
when you teach mathematics? Teaching Children
Mathematics, 7(6), 364-349. [hyperlink] Sandretto, S., & Klenner, S. (2011). Planting seeds:
Embedding critical literacy into your classroom
Greenstein, S., & Russo, M. (2019). Teaching for social programme. NZCER Press.
justice through critical mathematical inquiry.
Occasional Paper Series, 2019 (41). [hyperlink] Sandretto, S. & Tilson, J. (2013). Reconceptualising literacy:
Critical multiliteracies for “new times”. Teaching &
Holton, D. (2010). Mathematics: What? Why? How? Learning Research Initiative. [hyperlink]
CULMS Newsletter, (1), 21-26. [hyperlink]
Sandretto, S., Tilson, J., & Shafer, D. (2021). Critical literacy
Jung, H. & Brand, S. (2021). Student actions for social praxis in Aotearoa New Zealand. In J. Z. Pandya, R.
justice-oriented mathematical tasks. Mathematics A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock
Teacher: Learning and Teaching PK-12, 114(5), 378- (Eds.), The Handbook of Critical Literacies (pp. 117–124).
385. [hyperlink] Routledge. [hyperlink]

Common Practice Model 10

Communicating
pedagogies
Communication pedagogies provide a safe and encouraging environment for all ākonga to learn
through communicating with kaiako and their peers. Communication pedagogies enable ākonga to
develop, strengthen and deepen their thinking, their ability to express ideas and their understanding
of others’ views.

In maths In literacy and communication

Rich, extended dialogue in literacy
Communicating in maths
and communication

Communicating in maths is used to develop ākonga Rich, extended dialogue is where teaching and learning
understanding of maths and to explain and justify their occurs through, for and as dialogue. This is also known as
mathematical thinking. Through interactions between dialogic teaching. The power of talk is enhanced where there
kaiako and ākonga, and ākonga and their peers, are opportunities for rich extended dialogue and interaction
ākonga build understanding of maths concepts, facts, between kaiako and ākonga, and ākonga to ākonga. A
and procedures. Kaiako need to explicitly encourage dialogic approach is the exchange of ideas in a wide range
and teach communicating in maths so that ākonga of communication modes. It recognises that languages are
can articulate and describe their thinking. This gives the vehicle for connecting learning, teaching, and cognitive
them access to a wider range of mathematical ideas. development.
Maths has a specific language and a range of tools that
represent and express thinking. In discussion for learning, ākonga and kaiako share and
respectfully challenge one another’s ideas, and identify
viewpoints, interpretations, and perspectives to extend and
advance their thinking and understanding.

Search terms Search terms

Maths + {dialogic, second language learning, Dialogic, rich extended discussion, active listening,
interthinking, discourse, multi-modal communication, serve and return, talk about text, quality talk, productive
representations and models, register, collaborative talk, metacognition
learning, cooperative learning}

More detail More detail

Communicating mathematically and doing maths Better dialogue is a positive outcome because it builds a
are inseparable. In mathematical communication, learning environment that upholds the personal, social,
ākonga use their everyday language as well as unique cultural and emotional knowledge and experiences of
mathematical terminologies, syntax, representations, ākonga, valuing their voice and their perspectives.
and meanings. Communicating in maths involves using
and transitioning between multimodal aspects of maths. A dialogic approach builds the foundation for communication
Communicating also involves ākonga reflecting upon, and literacy development including comprehension, writing,
clarifying, and expanding their ideas of mathematical listening, speaking, presenting and viewing.
relationships, arguments, and concepts. Access to a
variety of ways of communicating allows Responsive, dialogic interactions that are promoted in early
all ākonga to access mathematical thinking and learning build ākonga confidence to enter into productive
concept development. communication or debate with others. This will support
ākonga to hear other ideas, make meaning and respond
through rich, extended discussion. The emphasis on
reciprocity and connection between people will support
ākonga to capitalise on the power of talk to foster their
thinking, understanding and learning. Kaiako actively support
the development of dialogic interaction from an early age.

Common Practice Model 11

 In maths In literacy and communication

Kaiako: Kaiako:

• set up a safe, supportive environment for ākonga • provide opportunities for collective, supportive, recipro-
to communicate in ways that ensures equitable cal, thoughtful, cumulative, purposeful interaction
participation
• provide opportunities for language development
• orchestrate opportunities for ākonga to discuss and through productive interaction; building oral language
present their thinking and questioning skills

• encourage discussions and oral rich learning • thoughtfully plan opportunities for ākonga to share
settings that include and honour ākonga home different viewpoints, perspectives, and arguments
languages and values
• carefully select resources that will advance thinking and
• explicitly teach ākonga how to communicate understanding and allow for open discussion where
their mathematical thinking in multi-modal ways, ākonga are free to reason and seek clarification as they
for example, drawing, writing, listening, talking, connect ideas together
viewing, signing, gesturing, and modelling
• provide opportunities for kaiako and ākonga to
• use mathematical language appropriate to the ask questions that are purposeful, authentic, and
context and purpose open-ended

• model the language of mathematics by accepting • encourage and support ākonga to build and add on to
informal and tentative talk while adopting previous thinking in the discussion, including addressing
disciplinary language over time misconceptions, and challenging ideas and opinions

• use different types of maths genre for written • teach the skills of being able to substantiate, evaluate,
and multi-modal communication, for example, integrate, reason, weigh evidence to support decision
procedural, explanatory, dissemination, justifying making or rational conclusions, and attend to
counterclaims, which may result in a critically reasoned
• choose mathematical tasks which promote rich conclusion (or offer a platform for further questions)
discussion and encourage all aspects, systems,
and processes of wānanga • are prepared for unexpected outcomes in discussion
and interaction and know when to let the discussion
• use technology to support ākonga to communicate develop and be led in new directions by ākonga.
maths and make meaning using multiple
representations to compare, contrast, and critique. Rich extended dialogue can develop ākonga metacognitive
strategies, providing opportunities to voice their opinions and
reasoning and actively listen to the perspectives of others.

Common Practice Model 12

 In maths In literacy and communication

Ākonga: Ākonga:

• communicate ideas and thinking in maths language, • engage in discussion about texts: how a text works,
including correct mathematical syntax what a text is, and how words work

• transition between multiple maths representations • learn language and vocabulary to support
to communicate thinking metacognition

• work with peers to share ideas and build • participate in reasoned and evidence-based argument,
understanding in maths developing vital skills for future whānau, community
and civic discussions
• communicate ideas and thinking about maths with
their whānau and communities. • reflect on their own participation in the discussion

• develop greater awareness of other perspectives

and viewpoints which could lead to changes in their
original views

• develop intellectual consciousness and a sense of the

purpose and value of why they are engaging in these
discussions and not simply answering questions or
working alone.

Common Practice Model 13

References

In maths In literacy and communication

Attard, C., Edwards-Groves, C., & Grootenboer, P. (2018). Alexander, R. (2020). A dialogic teaching companion.
Dialogic practices in the mathematics classroom. Routledge. [hyperlink]
In J. Hunter, P. Perger, & L. Darragh (Eds.), Making
waves, opening spaces (Proceedings of the 41st Kim, M. & Wilkinson, I. (2019). What is dialogic teaching?
annual conference of the Mathematics Education Constructing, deconstructing, and reconstructing a
Research Group of Australasia) (pp. 122–129). MERGA. pedagogy of classroom talk. Learning, Culture and Social
[hyperlink] Interaction, 21, 70-86. [hyperlink]

Herbert, S., Williams, G. (2021). Eliciting mathematical Oldehaver, J. (2018). Developing a “culturally validated”
reasoning during early primary problem solving. dialogic indicator tool: A reconceptualised analytic
Mathematics Education Research Journal, 35, 77–103 framework using Talanoa to code classroom talk.
(2023). [hyperlink] Waikato Journal of Education, 23(1), 25–41. [hyperlink]

Hunter, R., & Hunter, J. (2018). Opening the space for Reznitskaya, A. (2012). Dialogic teaching: Rethinking
all students to engage in mathematical talk within language use during literature discussions. The Reading
collaborative inquiry and argumentation. In R. Hunter, Teacher, 65(7), 446-456. [hyperlink]
M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner
van der Wilt, F., Bouwer, R., & van der Veen, C. (2022).
(Eds.), Mathematical discourse that breaks barriers
Dialogic classroom talk in early childhood education:
and creates space for marginalized learners (pp. 1–21).
The effect on language skills and social competence.
Sense. [hyperlink]
Learning and Instruction, 77, 101522. [hyperlink]
Meaney, T., Trinick, T., & Fairhall, U. (2013). Collaborating
Wegerif, R. (2013). Dialogic: Education for the internet age.
to meet language challenges in Indigenous
London: Routledge. [hyperlink]
mathematics classrooms. Mathematics Education
Research Journal, 25, 185–188. [hyperlink] Wilson, A., & Oldehaver, J. (2017). Talk about text: Changing
patterns of discourse in low-decile secondary classrooms.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K.
Teaching & Learning Research Initiative. [hyperlink]
(2008). Orchestrating productive mathematical
discussions: Five practices for helping teachers move
beyond show and tell. Mathematical Thinking and
Learning, 10, 313–340. [hyperlink]

Common Practice Model 14

Planned interactive
learning

Ākonga engage in planned interactive learning experiences that create the conditions for exploring,
thinking, discussing, investigating, and creating.

In maths In literacy and communication

Investigations using maths Active learning in literacy and communication

Investigations using maths involves kaiako providing Active learning involves reciprocal and interactive
opportunities for ākonga to explore situations when experiences for ākonga and kaiako. Ākonga will have
the direction and outcome or the solution method is opportunities to use prior learning and make connections
unknown at the beginning. The investigation can be to consolidate new learning. Active learning is planned,
prompted by kaiako, the local context, or ākonga. supported and safe, with kaiako actively involved in the
learning.
An investigation often involves a cycle or process of
inquiry such as problem solving, statistical inquiry, or Ākonga develop knowledge, understanding, skills,
mathematical modelling. In collaboration with their strategies, and metacognition through a variety of activities
peers, ākonga are supported to use multiple tools and across different contexts. Active learning requires ākonga to
representations, build connections between ideas, and engage in higher-order thinking.
attend to underlying structures.

Search terms Search terms

PPDAC cycle, maths + {modelling, problem solving, Active learning, learning through play, explorative learning,
Inquiry-based pedagogies, learning through play active engagement, working theory
pedagogies}

More detail More detail

Maths investigations give ākonga opportunities to apply Active learning is purposeful and builds motivation, mana,
and develop maths knowledge and understanding and ākonga agency through active engagement and
through investigating situations of interest to them and participation. Active learning opportunities build on ākonga
their communities. Learning through play, exploration, interests and social, cultural, emotional, and linguistic
and investigation encourages mathematical curiosity backgrounds. Active learning provides rich communication,
and critical thinking to make sense of their world. exploration, experimentation, creativity, problem solving
and collaboration. It provides ākonga with opportunities
to build metacognition because they are socially and
emotionally engaged in consolidating learning across
contexts and modes

Common Practice Model 15

 In maths In literacy and communication
Kaiako: Kaiako:

• find or design tasks which are open and accessible, • model turn-taking (including serve and return) and
as well as variety in duration from short, contained provide multiple opportunities for communication
tasks to longer-term investigations between ākonga and between ākonga and kaiako

• design tasks around interests of ākonga and local • purposefully plan for, and design engaging learning
communities, including through responding flexibly experiences to consolidate learning and apply in familiar
to playful and inquiry-based explorations of ākonga and new contexts

• anticipate and respond to different ākonga • provide activities and opportunities for ākonga active
approaches and are open to unanticipated learning across cultural and linguistic contexts, including
interpretations and unexpected solutions in their heritage language

• use a combination of explicit teaching, guided • set up the environment to enable ākonga learning in
exploration, and independent discovery relation to learning goals and the teaching focus

• challenge thinking of ākonga by using appropriate • build in time in their teaching to notice and observe
questioning and provocation, such as adding or the processes of learning to build and extend ākonga
removing scaffolded support working theories

• promote mutual understanding, collaboration, and • are actively involved in the learning experience, for
all aspects, systems, and processes of wānanga example, engaging in high quality interactions, and
asking literal, inferred, and applied questions to prompt
• encourage use of technologies to support ākonga deeper thinking and extend working theories
to interrogate, manipulate, and experiment in their
investigation • encourage tuakana-teina partnerships

• summarise and reflect the learning journey with • encourage ākonga to take responsibility for
ākonga. participation in their learning.

Ākonga: Ākonga:

• become familiar with the investigation context or • transfer and extend learning to new contexts
situation through exploration, play, and wondering
• collaborate with others to explore and extend language
• use their existing knowledge or working theories to and to develop communication skills and social norms
develop evolving ideas and concepts and purpose-
fully move beyond following existing procedures • engage across different socio-cultural and learning
contexts to support and consolidate learning
• use intuition, systematic exploration, and
mathematical and statistical practices, such as
conjecturing, reasoning, and justifying

• persevere, cooperate, work independently, take

risks, and become flexible

• cultivate shared responsibility among peers as they

work through the process and task.

Common Practice Model 16

References

In maths In literacy and communication

Cheeseman, J. (2019). Young children are natural Aiono, S., McLaughlin, T., & Riley, T. (2019). While they
inquirers: Posing and solving mathematical play, what should I do? Strengthening learning through
problems. Waikato Journal of Education, 24(2), 11–22. play and intentional teaching. He Kupu, 6(2), 59-68.
[hyperlink] [hyperlink]

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, Pyle, A. & Danniels, E. (2017). A continuum of play-based
M., & Sullivan, P. (2020). Exploring an innovative learning: The role of the teacher in play-based pedagogy
approach to teaching mathematics through the use and the fear of hijacking play. Early Education and
of challenging tasks: a New Zealand perspective. Development, 28(3), 274-289. [hyperlink]
Mathematics Education Research Journal, 32, 497-
522. [hyperlink] Rossmiller, R. A. (1986). Resource utilization in schools and
classrooms: Final report. Program Report 86-7. [hyperlink]
Rodley, H., & Bailey, J. (2021). The challenge of teaching
children mathematics through meaningful problem- Toste, J. R., Vaughn, S., Martinez, L. R., & Bustillos-SoRelle,
solving. Set: Research Information for Teachers, (1), D. A. (2019). Content-area reading comprehension and
43–51. [hyperlink] teachers’ use of instructional time: Effects on middle
school students’ social studies knowledge. Reading and
Trinick, T., & Meaney, T. (2017). Indigenous teacher Writing: An Interdisciplinary Journal, 32(7), 1705–1722.
education: When cultural enquiry meets statistical [hyperlink]
enquiry. In A. Downton, S. Livy, & J. Hall (Eds.),
40 years on: We are still learning! Proceedings of Wilson, A., Madjar, I., & McNaughton, S. (2016). Opportunity
the 40th Annual Conference of the Mathematics to learn about disciplinary literacy in senior secondary
Education Research Group of Australasia (pp. 514– English classrooms in New Zealand. The Curriculum
521). MERGA. [hyperlink] Journal, 27(2), 204-228. [hyperlink]

Common Practice Model 17

 Multiliteracies

In the 21st century, ākonga need to communicate, interpret texts, and create texts in multiple
modes of meaning (visual, gestural, audio, spatial, and linguistic) within a range of social, cultural,
and linguistic contexts. A multiliteracies approach recognises these diverse contexts and multiple
text forms.

A multiliteracies approach challenges traditional literacy pedagogies focused solely on written and oral
language. Instead, it emphasises all modes of communication to meet the needs of all students, reflecting
and valuing linguistic and cultural diversity and the use of new technologies. The term ‘text’ is used here
and in all other pedagogical approaches in its broadest sense, encompassing visual, gestural, audio,
spatial and linguistic modes of meaning.
A multiliteracies approach:
•v
 alues all ākonga literacies as resources that provide rich learning opportunities for all. It is a culturally
responsive and sustaining pedagogy
• r ecognises the importance of making connections between home and learning space literacies through
educationally powerful relationships with whānau
• includes all language systems and forms of literacy including New Zealand Sign Language and use of
augmentative and alternative communication devices
• r ecognises the five modes of meaning-making (visual, gestural, audio, spatial, linguistic) and values
different forms of representation
• r ecognises the interactive nature of meaning-making in both offline and digital spaces (for example,
gaming and social media)
•h
 as an explicit focus on making links between the receptive and productive modes of meaning-making,
such as reading and writing or viewing and presenting.

Common Practice Model 18

 Search terms

Multiliteracies, multimodality, metalanguage, critical multiliteracies, critical literacy, curriculum literacies,

disciplinary literacies

More detail

A multiliteracies approach gives practical effect to Te Tiriti o Waitangi by honouring multiple languages, dialects, and
cultural contexts and by recognising traditional, new, and emerging modes of communication.

Globalisation and technological changes are resulting in increasingly multi-modal and linguistically diverse texts.
Learning how to communicate, interpret texts, and create texts in today’s environment is critically important.

Kaiako:

• build ākonga dispositions to engage in and interpret meaning from texts in multiple modes. This includes providing
opportunities for all ākonga to use and develop all modes of meaning-making when communicating, interpreting
text, and creating text

• provide authentic experiences where ākonga can engage with multiple literacies that reflect the learning
environment, home, community, or other lived experiences

• explicitly teach and use metalanguage that describes the form, content, and function of texts

• teach ākonga to apply their knowledge of different forms of representation to meet their goals and purposes
including those of their whānau and communities

• teach ākonga to translate and transform texts and ideas across and within modes for different purposes and
audiences in ways that are consistent with their own goals and values

• equip ākonga to recognise the impact of their and others’ interactions in offline and digital environments. This
includes social media and gaming

• provide ākonga with opportunities to demonstrate their new literacy learning across all modes for assessment
purposes. Kaiako notice and gather evidence and embrace broad forms of assessment and definitions of
literacy success.

Ākonga are able to communicate, create, and interpret texts:

• using visual, gestural, audio, spatial, linguistic modes of meaning

• within a range of social, cultural, and linguistic contexts, including the different strands of Te Whāriki and learning
areas of The New Zealand Curriculum.

Common Practice Model 19

References

Coiro, J. (2021). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy.
Reading Research Quarterly, 56(1), 9-31. [hyperlink]

Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal,
4(3), 164-195. [hyperlink]

Gleason, B. (2018). Thinking in hashtags: exploring teenagers’ new literacies practices on twitter. In: Learning, Media and
Technology, 43(2), 165-180. [hyperlink]

Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on
reading. Harvard Educational Review, 81(4), 710-744. [hyperlink]

Sandretto, S. & Tilson, J. (2013). Reconceptualising literacy: Critical multiliteracies for “new times”. Teaching & Learning
Research Initiative. [hyperlink]

Westby, C. (2010). Multiliteracies: The changing world of communication. Topics in Language Disorders, 30(1), 64-71.
[hyperlink]

Common Practice Model 20

Linguistically diverse learning
(work in progress)

This has been identified as a pedagogical approach that requires further development before being
released. Ākonga learning te reo Māori as their heritage language, non-Māori learning te reo Māori, Pacific
languages, and English for speakers of other languages will be collaboratively developed to ensure this
pedagogical approach supports all ākonga.

Search terms

Heritage language, target language, translanguaging, code switching, language revitalisation, language maintenance,
multimodal, common underlying proficiency, BICS, CALP, metatalk

References

Cummins, J. (2009). Bilingual and immersion programs. The handbook of language teaching, 159-181.

Ellis, R. (2005). Instructed second language acquisition: A literature review. Report for the Ministry of Education.
[hyperlink]

Hill, R. (2022). The pedagogical practices of Māori partial immersion bilingual programmes in Aotearoa/New
Zealand. International Journal of Bilingual Education and Bilingualism, 25(3), 895-904.

May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/immersion education: Indicators of good practice. Final report to the
Ministry of Education. [hyperlink]

Si’ilata, R.K., Hansell, K., Jacobs, M.M. & Aseta, M. (2022). Working with English Language Learners: A handbook for
learning assistants. Ministry of Education. [hyperlink]

Te Taura Whiri i te reo Māori. (2019). Maihi Karauna: The crown’s strategy for Māori language revitalisation (2019 – 2023).
Te Puni Kōkiri: Ministry of Māori Development. [hyperlink]

Tuafuti, P. (2010). Additive bilingual education: Unlocking the culture of silence. Mai Review, 1, 1-14. [hyperlink]

Tuafuti, P., & McCaffery, J. (2005). Family and community empowerment through bilingual education. International
Journal of Bilingual Education and Bilingualism, 8(5), 480-503.

Common Practice Model 21

 Strengthening explicit teaching
in literacy and communication

Strengthening explicit teaching is a purposeful way of teaching ākonga knowledge, skills, and
strategies for making and communicating meaning in oral, written, visual and multimodal forms.
This is referred to as intentional teaching in early learning settings.

Note:
Explicit teaching is an approach that kaiako currently use in maths, and it needs to be combined
with other pedagogical approaches throughout the teaching and learning process. Within the
descriptions of other pedagogical approaches, we have outlined what needs to be explicitly taught in
a maths context.
Explicit literacy and communication teaching also needs to be combined with other pedagogical
approaches and has been highlighted because it is a significant shift in literacy and communication
teaching advice.

Explicit teaching encompasses knowledge about words, language, strategies and processes, texts, and
the world. It is based on knowledge of what ākonga already know and what they need to learn next.
Explicit teaching typically includes incremental steps that incorporate effective modelling, verbalising
thinking, and guided practice with prompt corrective, responsive and constructive feedback. Through
explicit teaching, kaiako ensure that ākonga develop a clear understanding of the ‘what, why and how’ of
the learning.

Search terms

Direct teaching, intentional teaching, explicit direct instruction, systematic, structured literacy, diagnostic, scope and
sequence, strategy instruction, feedback, cognitive load theory, diagnostic assessment, science of learning

More detail

Explicit teaching is essential for ākonga struggling with aspects of literacy and communication learning because
it supports kaiako to identify strengths and gaps in key skills, strategies, and knowledge. Kaiako can provide clear,
unambiguous, and carefully scaffolded instruction at an appropriate pace.

Explicit teaching has important roles in building readiness to engage in new learning and in correcting gaps and
misconceptions as they arise. Sometimes ākonga can explicitly teach their peers, with kaiako overseeing and
contributing their expertise and knowledge when necessary.

Common Practice Model 22

 Kaiako

When explicitly teaching literacy and communication, kaiako often begin teaching by reviewing prior learning that
provides the basis for new learning. Kaiako provide clear explanations and descriptions of the specific knowledge, skill
or strategy being taught. The level of purpose, explanation and reason for learning will depend on where ākonga are
on the learning pathway from early learning through to senior secondary. Explicit teaching often is part of a systematic,
cumulative, planned sequence of instruction which moves from simple to complex. Explicit teaching is best used when
learning is new and can’t be expected to be discovered by most individual ākonga, and when misunderstandings and
gaps have been identified.

In early learning, language and communication learning experiences will enable explicit language learning as the
foundation for building the dispositions and foundations for ongoing communication and literacy development.

In the first phase of learning in primary school, explicit teaching should focus on learning the alphabetic code and how
to use this to decode and encode, phonological and phonemic awareness, handwriting, vocabulary development, oral
language skills and sentence construction.

At all stages, explicit teaching focuses on developing ākonga knowledge of:

• vocabulary, including word meanings, morphemic awareness, and connotations
•m
 ore complex sentence construction through to paragraph and text composition
(syntax and semantics)
•h
 ow texts work, including knowing about text structures and language features, and how to use this knowledge to
make and communicate meaning
•b
 ackground knowledge needed to understand and create meaningful texts, including cultural knowledge, general
knowledge, domain knowledge, and topic knowledge
• strategies and processes for gaining meaning from text and in oral communication.

Planning has a critical role in making explicit teaching effective. Planning needs to be intentional and well-crafted to
meet the needs of all ākonga and help them achieve successful learning outcomes. Kaiako are reflective and adaptive
according to the responses from ākonga during the lesson. Kaiako notice, recognise and respond so they can identify
the strengths and learning needs of ākonga (including the specific incremental steps that may be required). Explicit
teaching acknowledges that kaiako have valuable understandings and expertise in learning processes that they can use
to improve learning outcomes.

This pedagogical approach is not ‘chalk and talk’, strictly following a recipe without adapting teaching in response to
ākonga, nor withholding new learning due to perceptions of readiness.

Ākonga:

• are clear about what they are learning

• have a reduced cognitive load

• experience high levels of success, which enhances ākonga motivation and engagement.

Common Practice Model 23

References

Archer, A. (2023). The Magic is in the Instruction: The Science of Reading joins the Science of Instruction [Webinar].
International Dyslexia Association. [hyperlink]

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.

Chapman, J. W., Arrow, A. W., Braid, C., Tunmer, W. E., & Greaney, K. T. (2019). Enhancing literacy learning outcomes for
beginning readers: Research results and teaching strategies. Massey University. [hyperlink]

Goldfeld, S., Beatson, R., Watts, A., Snow, P., Gold, L., Le, H. N. D., Edwards, S., Connell, J., Stark, H., Shingles, B., Barnett,
T., Quach, J., & Eadie, P. (2021). Tier 2 oral language and early reading interventions for preschool to grade 2 children:
a restricted systematic review. Australian Journal of Learning Difficulties, 27(1), 65-113. [hyperlink]

Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson.
Corwin Press. [hyperlink]

Mclean, E. & Griffiths, K. (2022). Writing and writing instruction: An overview of the literature. Australian Education
Research Organisation. [hyperlink]

Tunmer, W.E & Hoover, W.A. (2019, The cognitive foundations of learning to read: a framework for preventing and
remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75-93. [hyperlink]

Walls, H. (2022, April 13). Effective writing instruction in years 3-8. The Education Hub NZ. [hyperlink]

Common Practice Model 24

 Thinking and
working mathematically
Thinking and working mathematically provides ākonga with opportunities to work as a
mathematician and a statistician.

Thinking and working mathematically involves recognising patterns and relationships, as well as making
conjectures, forming generalisations, connecting different ideas, and building maths explanations and
arguments. These mathematical processes are used to explore, solve problems, investigate situations, and
understand concepts.

Search terms

Thinking mathematically, ambitious mathematics teaching, mathematical practices, statistical inquiry

More detail

Mathematical thinking is a pathway to deeper understanding of concepts and the world which goes beyond
remembering and working with facts and procedures. It can be messy and often involve false starts, getting stuck and
not always being correct. By thinking and working mathematically, ākonga views of maths are broadened to realise
mathematical creativity and beauty. Ākonga understand why patterns hold, why strategies work, how data tells a story,
and can reason whether statements are true.

Kaiako:

• help ākonga take advantage of opportunities for exploration, problem solving, remembering, predicting, and
making comparisons and to be enthusiastic about finding solutions together
• explicitly teach how to engage with maths processes, including making conjectures, forming generalisations, and
connecting different ideas
• set up the learning environment to promote questioning, collaborating, communicating, and mathematical
argumentation
• recognise maths thinking, such as noticing ākonga conjectures and working theories, and responding to it at an
appropriate time
• promote the use of technological skill, knowledge, and tools to support ākonga, including the application of these
technologies to create, enhance, form ideas, replicate and be innovative within mathematical processes
• provide space for reflecting on learning.

Ākonga:

• become curious, innovative; questioning assumptions, and being sceptical while developing mathematical intuition
and instinct
• use and learn mathematical processes, such as wondering, noticing patterns and structures, making conjectures
and predictions
• make connections between multiple representations, concepts and ideas, reasoning and justifying, generalising,
and proving
• experiment and use trial and improvement to find solutions to problems
• use previous experience as a basis for trying out alternative strategies
• become sense makers, explore different perspectives, give reasons for their choices, and argue logically
• use technology effectively, efficiently, and for innovation
• transition between multiple mathematical representations, for example, objects, pictures, words, symbols, tables
and graphs, and concrete to abstract.

Common Practice Model 25

References

Anthony, G., Hunter, R., Hunter, J., Rawlins, P., Averill, R., Drake, M., & Anderson, D. (2015). Learning the work of
ambitious mathematics teaching. Teaching & Learning Research Initiative. [hyperlink]

Arnold, P., & Pfannkuch, M. (2020). On being data detectives: Developing novice statisticians using the statistical
enquiry cycle. Set: Research Information for Teachers, (1), 34-41. [hyperlink]

Hunter, R., Hunter, J. (2019). Using culturally embedded problem-solving tasks to promote equity within mathematical
inquiry communities. In: Felmer, P., Liljedahl, P., & Koichu, B. (Eds.), Problem solving in mathematics instruction and
teacher professional development (pp. 241-257). Springer, Cham. [hyperlink]

Mackay, K., Stephenson, N., Thomas, B., & McChesney, J. (2022). Recognising young children as mathematicians:
Connecting mathematical concepts to practices, pedagogy, and play. Early Childhood Folio, 26(1), 23–28.
[hyperlink]

Mason, J., Burton, L., & Stacey, K. (2010). Thinking Mathematically (2nd ed.). Pearson.

Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E.
Pekhonen (eds.) Posing and solving mathematical problems: Advances and new perspectives (pp. 361-386).
Springer. [hyperlink]

Common Practice Model 26

 Supporting ākonga
relationships with maths

Supporting ākonga relationships with maths involves kaiako supporting ākonga to respond to
challenge and being adaptable, as well as providing opportunities for reflection.

Note:
In Literacy and Communication, support for learner dispositions is described within other
pedagogical approaches.

Ākonga have unique, complex, and dynamic relationships with maths that are inextricably linked to their
cognitive processes. These relationships encompass feelings and emotions related to maths, beliefs
about the nature of maths, and its usefulness and importance. Relationships with maths also include
mathematical knowledge, habits of engagement, expectations of success, and how they view themselves
as mathematicians. As ākonga experience maths, these relationships develop through interactions
between ākonga, kaiako, and whānau, and through the ways mathematics is portrayed and used in homes,
communities, and societies.

Search terms

Maths + (affect, identities, dispositions, growth mindset, productive struggle, perseverance)

More detail

Ākonga relationships with maths impact the ways they engage with each task, the emotions they experience during
that task, their learning outcomes, and the ways they make sense of and integrate maths in their lives. Ākonga
develop positive and functional relationships with maths when kaiako notice these emotions and use them as signals
to encourage ākonga to persevere, learn from mistakes, try different pathways, or discuss the task with others. When
ākonga build positive and functional relationships with maths, they see how maths is used in society and connect maths
to their communities and other areas of their learning.

Common Practice Model 27

 Kaiako:

• know ākonga as a member of whānau and communities, and as individuals with a dynamic relationship with maths

• have high expectations, and are explicit with ākonga that maths capabilities can develop over time

• provide explicit opportunities to develop skills and dispositions of ākonga in perseverance, cooperation,
independence, taking risks, and adaptability

• are actively engaging in maths themselves, model confusion and mistake-making, and reflect on their own
relationship with maths

• build, along with their ākonga, a positive and supportive learning environment

• provide a variety of rich, open tasks and lesson sequences that vary in contexts, complexity, ways of working,
structure, and autonomy

• provide regular opportunities for both challenge and consolidation.

Ākonga:

• have a broad view of maths and see the usefulness, creativity, and beauty of maths

• have confidence in their own developing mathematical and statistical capabilities

• are resilient, expect challenge, and embrace confusion

• are reflective about their engagement with maths.

References

Boaler, J. (2010). The elephant in the classroom: Helping children learn and love maths. Souvenir Press.

Darragh, L. (2013). Constructing confidence and identities of belonging in mathematics at the transition to secondary
school. Research in Mathematics Education, 15(3), 215-229. [hyperlink]

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2020). Exploring an innovative approach to
teaching mathematics through the use of challenging tasks: a New Zealand perspective. Mathematics Education
Research Journal, 32, 497-522. [hyperlink]

Schoenfeld, A. (2020). Reframing teacher knowledge: a research and development agenda, ZDM, 52, 359-376.
[hyperlink]

Common Practice Model 28

References

Abbiss, J. (2016). Critical literacy in support of critical-citizenship education in social studies. Set: Research
Information for Teachers, (3), 29–35. [hyperlink]

Aiono, S., McLaughlin, T., & Riley, T. (2019). While they play, what should I do? Strengthening learning through play
and intentional teaching. He Kupu, 6(2), 59-68. [hyperlink]

Alexander, R. (2020). A dialogic teaching companion. Routledge. [hyperlink]

Anthony, G., Hunter, R., Hunter, J., Rawlins, P., Averill, R., Drake, M., & Anderson, D. (2015). Learning the work of
ambitious mathematics teaching. Teaching & Learning Research Initiative. [hyperlink]

Archer, A. (2023). The Magic is in the Instruction: The Science of Reading joins the Science of Instruction [Webinar].
International Dyslexia Association. [hyperlink]

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.

Arnold, P., & Pfannkuch, M. (2020). On being data detectives: Developing novice statisticians using the statistical
enquiry cycle. Set: Research Information for Teachers, (1), 34-41. [hyperlink]

Attard, C., Edwards-Groves, C., & Grootenboer, P. (2018). Dialogic practices in the mathematics classroom. In J.
Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of
the Mathematics Education Research Group of Australasia) (pp. 122–129). MERGA. [hyperlink]

Averill, R., Anderson, D., Easton, H., Maro, P. T., Smith, D., & Hynds, A. (2009). Culturally responsive teaching of
mathematics: Three models from linked studies. Journal for Research in Mathematics Education JRME, 40(2), 157-186.
[hyperlink]

Behrmann, E. H. (2006). Teaching about language, power and text: A review of classroom practices that support
critical literacy. Journal of Adolescent & Adult Literacy, 49(6), 490-498. [hyperlink]

Bills, T., Sawatzki, C., & Hunter, J. (2021). ‘Pākehā get more money than the other cultures’: Teaching Pāsifika students
with and for a social justice orientation. In T. Lucey (Ed.), Financialization, financial literacy, and social education (pp.
23-41). Routledge. [hyperlink]

Bishop, A. J. (2001). What values do you teach when you teach mathematics? Teaching Children Mathematics, 7(6),
364-349. [hyperlink]

Boaler, J. (2010). The elephant in the classroom: Helping children learn and love maths. Souvenir Press.

Chapman, J. W., Arrow, A. W., Braid, C., Tunmer, W. E., & Greaney, K. T. (2019). Enhancing literacy learning outcomes
for beginning readers: Research results and teaching strategies. Massey University. [hyperlink]

Cheeseman, J. (2019). Young children are natural inquirers: Posing and solving mathematical problems. Waikato
Journal of Education, 24(2), 11–22. [hyperlink]

Coiro, J. (2021). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and
policy. Reading Research Quarterly, 56(1), 9-31. [hyperlink]

Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal,
4(3), 164-195. [hyperlink]

Darragh, L. (2013). Constructing confidence and identities of belonging in mathematics at the transition to secondary
school. Research in Mathematics Education, 15(3), 215-229. [hyperlink]

Gleason, B. (2018). Thinking in hashtags: exploring teenagers’ new literacies practices on twitter. In: Learning, Media
and Technology, 43(2), 165-180. [hyperlink]

Common Practice Model 29

 Goldfeld, S., Beatson, R., Watts, A., Snow, P., Gold, L., Le, H. N. D., Edwards, S., Connell, J., Stark, H., Shingles, B.,
Barnett, T., Quach, J., & Eadie, P. (2021). Tier 2 oral language and early reading interventions for preschool to grade 2
children: a restricted systematic review. Australian Journal of Learning Difficulties, 27(1), 65-113. [hyperlink]

Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on
reading. Harvard Educational Review, 81(4), 710-744. [hyperlink]

Greenstein, S., & Russo, M. (2019). Teaching for social justice through critical mathematical inquiry. Occasional Paper
Series, 2019 (41). [hyperlink]

Herbert, S., Williams, G. (2021). Eliciting mathematical reasoning during early primary problem solving. Mathematics
Education Research Journal, 35, 77–103 (2023). [hyperlink]

Hindle, R., & Matthewman, S. (2017). Māori literacies: Ecological perspectives. Set: Research Information for Teachers,
(3), 32–37. [hyperlink]

Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught
lesson. Corwin Press. [hyperlink]

Holton, D. (2010). Mathematics: What? Why? How? CULMS Newsletter, (1), 21-26. [hyperlink]

Hunter, R., & Hunter, J. (2018). Opening the space for all students to engage in mathematical talk within collaborative
inquiry and argumentation. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical
discourse that breaks barriers and creates space for marginalized learners (pp. 1–21). Sense. [hyperlink]

Hunter, R., Hunter, J. (2019). Using culturally embedded problem-solving tasks to promote equity within
mathematical inquiry communities. In: Felmer, P., Liljedahl, P., & Koichu, B. (Eds.), Problem solving in mathematics
instruction and teacher professional development (pp. 241-257). Springer, Cham. [hyperlink]

Hunter, J., & Miller, J. (2022). Using a culturally responsive approach to encourage early algebraic reasoning with
diverse young learners. International Journal of Science and Mathematics Education, 20, 111-131. [hyperlink]

Ingram, N. (2015). Students’ relationships with mathematics: Affect and identity. In M. Marshman, V. Geiger, &
A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the
Mathematics Education Research Group of Australasia) (pp. 301–308). MERGA [hyperlink]

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2020). Exploring an innovative approach
to teaching mathematics through the use of challenging tasks: a New Zealand perspective. Mathematics Education
Research Journal, 32, 497-522. [hyperlink]

Jung, H. & Brand, S. (2021). Student actions for social justice-oriented mathematical tasks. Mathematics Teacher:
Learning and Teaching PK-12, 114(5), 378-385. [hyperlink]

Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What is culturally informed
literacy instruction? A review of research in P–5 contexts. Journal of Literacy Research, 53(1), 75–99. [hyperlink]

Kim, M. & Wilkinson, I. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a
pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. [hyperlink]

Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, &
E. Pekhonen (eds.) Posing and solving mathematical problems: Advances and new perspectives (pp. 361-386).
Springer. [hyperlink]

Mackay, K., Stephenson, N., Thomas, B., & McChesney, J. (2022). Recognising young children as mathematicians:
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 We shape an education system that delivers
equitable and excellent outcomes
He mea tārai e mātou te mātauranga
kia rangatira ai, kia mana taurite ai ōna huanga

Literacy & Communication and Maths Strategy – Education in New Zealand

Common Practice Model 32