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This article reveals that despite some recent positive structural changes in response to the emergence of Māori-medium schooling in the 1980s, and partly due to the high status of mathematics educationally, many structural challenges remain. In 2020, in response to having to deliver mathematics education remotely, the Māori-medium community, including parents, teachers, and associates, used their individual and collective agency to overcome the structural barriers created by physical school closures.Narrative, first-person accounts of a
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