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Language can be both a support and a hindrance to students´ learning of mathematics. This book identifies some of the challenges - political, mathematical, community based, and pedagogical - to the mathematics register, faced by an Indigenous school.

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Language can be simultaneously both a support and a hindrance to students´ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges-political, mathematical, community based, and pedagogical- to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.

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From the reviews:

"This book is about mathematics in te reo Maori, the Indigenous language of Aetoroa New Zealand ... . The theoretical development is worthy of note by all mathematics educators ... . It provides a comprehensive coverage of how one large Indigenous language group nationally developed its mathematics register and met the challenges of implementing education in te reo Maori. ... it provides, for every mathematics educator, a strong recognition of the importance of ethnomathematics in current school education." (Kay Owens, Mathematics Education Research Journal, Vol. 25, 2013)

"The book presents eleven self-contained case studies, each highlighting a different aspect of using te reo Maori in mathematics classrooms. ... The unprecedented comprehensiveness of this research does provide insights well beyond the particular case of te kura kaupapa Maori o te koutu. The book, therefore, will be of interest not only to the ethnomathematical specialist but to anyone interested in the teaching and learning of mathematics in a context of cultural difference." (Philipp Ullmann, Zentralblatt MATH, Vol. 1242, 2012)

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