2025/07/22 by Hunter, Jodie
#Equity #Mathematics education #Pacific education #Tīvaevae research methodology
paper · doi:10.26021/15928
Ongoing challenges have been reported in relation to representation of diverse communities in mathematics education and related careers including those of Pacific heritage. This article maps reflections on how Tīvaevae as both an art form and research methodology can be used to disrupt deficit theorising towards Pacific students in mathematics classrooms with the goal of healing what Naepi and colleagues (2019) term the “broken pipeline”. This includes considering how Tīvaevae can be used as a basis for mathematical task design to integrate the everyday experiences and knowledge bases of Pacific peoples as well as a means to connect to Pacific values during mathematics teaching and learning. A second example provides a view of how the use of Tīvaevae research methodology coupled with a participatory research methodology (photo-voice) facilitated Pacific children and their families to become researchers of their own life-worlds. The article concludes by highlighting how culturally grounded research methodologies such as Tīvaevae offer opportunities to consider different ways of thinking about mathematics education.