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Mathematisation and Contextualisation

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Presenation about connecting mathematics and numeracy to improve learning for Aboriginal students.

Presenation about connecting mathematics and numeracy to improve learning for Aboriginal students.

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  • What we noticed at school prior to Make it Count Not related to world. Teacher planning from books. Difference between regular maths and Make it Count maths.
  • Add logo with hyperlink to website
  • Talk a bit about each site Map
  • Insert the 5 slides from Northfield

Transcript

  • 1. Connecting mathematics andnumeracy to improve learning forAboriginal students(Make it Count)STEVE THORNTONCharles Darwin UniversityJOANNE STATTONAlberton Primary SchoolMathematisingMathematisingand Contextualisingand Contextualising
  • 2. Much of the presentteaching of mathematics,particularly in the primaryyears, has Aboriginalstudents doingmathematics that is notrelated to their world andtheir everydayexperiences. As a result,by the time manyAboriginal students havereached the latter yearsof primary school theyhave been alienated frommathematics.Matthews, Howard & Perry, 2003
  • 3. Make it Count AimsDocument and share effective modelsof teacher professional development,whole school change and communityengagement in relation tomathematics and numeracyDevelop whole school approaches tomathematics and numeracy that resultin markedly improved achievement byIndigenous studentsBuild and participate in networks andprofessional learning communities andact as catalyst and support for actionby others.
  • 4. Alberton clusterAlberton cluster
  • 5. Why can’t we drawall day?
  • 6. Andrew’s challenge to Iain
  • 7. The Alberton model• The integrated, cross-age literacy andnumeracy model, year 3 to 5• Looking for a way of understanding whatwe were doing
  • 8. First theoretical framework(an adaptation of Dowling’s domains of practice)Mathematisation: takingeveryday content and thinkingabout it mathematically. Howcan we develop in students howto mathematise something,make generalisations and tomake something mathematical?Pure Mathematics: havingmaths as the actual context, ie. Somethings (prime numbers for example)don’t have a real ‘use’ or ‘reason’, butsometimes the actual skill is important.Numeracy: everydaycontent using everydaylanguage. Being numerateinvolves- mathematicalknowledge, contextualknowledge and strategicknowledge.Contextualisation:foregrounding maths in somethingthat students can relate to.
  • 9. • Consulting the Alberton student community tofind out its needs and ideas/thoughts on theAnzac memorial garden.• Constructing a communication consultationbooth to investigate the design needs of theproject• Communicating their findings to the gardencommittee• Using a column, bar and line graph• Uses an x and y axis• Divide graphs using appropriate incrementsusing 2s, 5s and 10s• Can structure a closed question• Can construct a table to gather information• Understands and applies tallying• Language e.g. columns and rows• Organisation of mathematicalinformation• Understanding of x, y axis (algebra)• Statistical information• Making generalisations• Horizontal and vertical linesEVERYDAYA FRAMEWORK FOR MATHS AND NUMERACYCommunity Gardencontent expressionExploring, Analysing and Modelling Data• Collection of data• Tally System• Presentation of data visually• Graph construction• Interpretation of tables• Formulating questions• Organising and displaying data• Presenting results of surveys• Uses associated terminologyMATHEMATICAL
  • 10. Development of a research focusMathematical resilience(Johnstone-Wilder & Lee, 2010)
  • 11. TransferStill looking for a way to collect and monitor this.
  • 12. The Alberton cluster questionand model
  • 13. What is the role ofmathematisationandcontextualisation indevelopingmathematicalresilience andpromoting transferof learning amongIndigenousstudents?The Alberton cluster question
  • 14. MathematicsContextContextualisationMathematisationResilience Transfer
  • 15. Looked like: Sounded like: Felt like:• Head on the desk,book on the floor• Tears• Sometimes removingself from group• Refusal to participatein certain tasks• Face in hands• Crawling into a corner• Only chose to learnwith the teacher• “ I need help” beforebeginning or evensitting down• “I need to go to thetoilet”• “I can’t do this”• “I don’t know what todo”• *crying*• No risk taking• Safe zone• Confused• Low resilience• Fear of making amistake• Giving up beforebeginning• Avoidance• Did not enjoy learningSome early observationsDebra
  • 16. Looks like: Sounds like: Felt like:• Sitting up• Focused on learning• Smiling, happy• Excited• Participating• Learning in a variety of ways:independently,collaboratively (group orpartner), with the teacher• Laughing• “ Don’t help me yet, I wantto try by myself”• “Hey Laura, I didn’t go to thetoilet at all today. I’m gettinggood at that aren’t I!”• “What are we learning abouttoday” before Numeracytime begins• “Come and look what I did”• “Can I share this with Mr.Plastow or Vicki”• Talking about her learningwith the teacher and otherstudents• Risk taking• Having a go• Proud• Excited• Eager to learn• Enjoys learningRecentRecentobservationsobservationsDebra
  • 17. This is Leroy.The Leroy StoryLeroy starts the lesson withthe premise that everythingwill be OK. He is organised andhe is ready to begin.
  • 18. He knows where to findthe information...…however he hastrouble accessing theinformation he needs.At the beginning of the year,Leroy found it difficult towork independently.When the teacher washelping other students, hefound it hard to engage.
  • 19. Leroy has discoveredthat he can use otherpeople to gaininformation, throughobservation anddeeper questioning.Leroy is still learning,but he is ‘doing’ ratherthan just ‘waiting’.
  • 20. This afternoon’s sessionPresenting practical classroomstrategies and data