This article explores how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. For equity to be achieved regarding students' mathematics learning, parents' and the community's aspirations for students' education need to be infused into debates about the knowledge that teachers are expected to include in their teaching.
Meaney, T., Trinick, T., & Fairhall, U. (2010). One Size Does NOT Fit All: Achieving Equity in M'ori Mathematics Classrooms. Journal for Research in Mathematics Education, 41(0), 235-263. https://doi.org/10.5951/jresematheduc.44.1.0235