NT_NTOEC_JosieRoberts

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NT NT Open Education Centre, Josie Roberts and Bev Wilson Maths programs for indigenous communities

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NT_NTOEC_JosieRoberts

  1. 1. AADES Conference 2008 <ul><li>Developing and supporting mathematics programs </li></ul><ul><li> for indigenous senior secondary students and their </li></ul><ul><li>teachers in remote communities. </li></ul><ul><li>Josie Roberts and Bev Wilson </li></ul><ul><li>NTOEC Mathematics for Communities </li></ul>
  2. 2. In the beginning… <ul><li>Secondary correspondence school providing mathematics courses only for mainstream students in remote locations. </li></ul>
  3. 3. Along came the 90s <ul><li>Student cohort expands to include indigenous students in remote communities. </li></ul>
  4. 4. New beginnings <ul><li>Various reviews of both indigenous education and secondary education lead to recommendations for change. </li></ul>
  5. 5. Early days in the Numeracy Project
  6. 6. Motivating challenges What are the learning outcomes?
  7. 7. Sorting and identifying patterns
  8. 8. Problem Solving
  9. 9. Measuring and Building
  10. 10. Practical Measurement How much does this weigh? How big is a cubic metre? How much does this hold ?
  11. 11. Written tasks can yield interesting results…
  12. 12. Dealing with Number Strand Recognise numbers and apply place value knowledge Order numbers; calculate sums and differences Say the numbers Involving the Assistant teacher
  13. 13. Number Strand and the calculator
  14. 14. Working with larger numbers Hands-on; effective alternatives to worksheets
  15. 15. Success smiles on effort?
  16. 16. A Practical Approach to Dealing with Fractions
  17. 17. Now try these…
  18. 18. Gaining Confidence
  19. 19. Learning to use spreadsheets
  20. 20. Aiming at comprehension
  21. 21. Gathering written evidence of student learning
  22. 22. Professional support and professional development
  23. 23. Learning on the job
  24. 24. Elements of Success <ul><li>Ongoing cooperative and collaborative delivery of programs to remote schools through IDL, contact visits, community residential schools and through the provision of a range of resources including suggested teaching activities. </li></ul><ul><li>Provision of ongoing individualised professional support for delivery of mathematics programs in response to the needs identified in each community. </li></ul><ul><li>NTOEC minimising the effects of high teacher turnover in communities through the provision of ongoing developmental mathematics programs for students ensuring students have access to opportunity to satisfy NTCE requirements. </li></ul><ul><li>NTOEC teachers of mathematics for remote communities working together to capitalise on team expertise and experience. </li></ul><ul><li>Active involvement of NTOEC teachers in professional learning opportunities in mathematics education at the local and (inter)national levels. </li></ul>

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