Numeracy, Mathematics and Indigenous Learners: Not the same old thing.

Presenter Information

Caty Morris, Australian Association of Mathematics Teachers
Chris Matthews, Griffith University

Start Date

8-8-2011 11:15 AM

End Date

8-8-2011 12:00 PM

Comments

This paper begins with two narratives: the first from an Aboriginal mathematician and the second from a non-Aboriginal teacher. The two stories are woven together to draw out the notion of culturally responsive mathematics pedagogy and what this might mean for educators working with Indigenous students in the teaching of Western mathematics to close the two-year gap in learning outcomes. At the same time, consideration is given to what ‘the same old thing’ is and why we need to be doing something different. The Make it count project, funded by the Commonwealth Department of Education, Employment and Workforce place Relations (DEEWR) and managed by the Australian Association of Mathematics Teachers (AAMT), is attempting to do something different. Three case studies, drawn from the project’s eight Clusters, illustrate significant and transformative change in students, in teachers, and in the curriculum.

Abstract

Concurrent Sessions Block 1

Recommended Citation

Morris, C., & Matthews, C. (2011, August 08). Numeracy, Mathematics and Indigenous Learners: Not the same old thing. [Paper presentation]. 2011 - Indigenous Education: Pathways to Success. https://research.acer.edu.au/research_conference/RC2011/8august/6