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Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
Big day out & maths camp
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Big day out & maths camp

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Make it Count Healesville Cluster

Make it Count Healesville Cluster

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  1. Make It Count: Connecting Mathematics with Aboriginal Culture Brad Jarro Kate Naughtin Dr. Chris Matthews
  2. Rationale  Effective teaching of mathematics ensures that students are able to connect, be engaged and build on what students know from their experiences (Sullivan, 2011)  Aboriginal and Torres Strait Islander students need opportunities to see where their Aboriginality and mathematics come together (Matthews & Morris, 2011)  The mathematics curriculum should build on aspects of traditional culture and utilize contexts (Stanton, 1994)
  3. Implementation  In 2010, the Nerang Cluster held a culture and mathematics camp to build and connect both maths and Cultural Identity in Indigenous students. Many Aboriginal and Torres Strait Islander Elders, leaders and other role models (Dr Chris Matthews) played a significant role in the camp.  In 2012, with the support of Chris Matthews and the work of the Nerang cluster, the Healesville Cluster ran a Big Day Out at Worawa Aboriginal College where students participated in a day to integrate cultural activities and mathematics.
  4. The Context – Nerang Cluster • 4 schools from the Gold Coast (Nerang) and 1 from Ipswich (west of Brisbane) • Schools invovled are; • William Duncan State School • Nerang State Primary School • Gilston State Primary School • St Peter Claver College • Nerang State High School • Each school has different numbers of Indigenous students – St Peter Claver College has 60 out of 1000 who identify as either Aboriginal or Torres Strait Islander • Mixed socio-economic areas
  5. Nerang Cluster  Project in Review:  Major events included;  2009 – Cultural Awareness Training for all staff in each school and some staff trained in First Steps Mathematics  2010 – Maths and Culture Camp at Gold Coast  2011 – Maths day at the Gold Coast Titans Centre of Excellence  2012 – PD Conference for all Maths Teachers at the Gold Coast which included keynote speakers, workshops and social activities for staff
  6. Nerang Cluster – Maths and Culture Camp  3 Day Camp which involved students from all schools within the Cluster from Years 3 to 9  Elders, Role Models, Community Members and School Staff all involved in the Camp  Mixture of Cultural, Maths and Outdoor Activities  Cultural and Maths activities included;  Dance / Algebra Activity –  Gunyah making – measurement and angles  Maths trail at the Currumbin Wildlife Sanctuary –  Various Cultural Activities – yarning with Elders, Art, Boomerang throwing, Didge playing
  7. Nerang Camp – Maths and Culture Camp  Preparation for the camp was quite involved  Our Cluster employed the services of a Community Liaison worker who organised most of the camp.  It involved numerous meetings with staff from each school  Consultation with Elders, Chris and other community members
  8. The Context - Healesville  60km North-East of Melbourne  Population 7,000  10% Aboriginal or Torres Strait Islander  Two primary schools: Badger Creek and Healesville  Two high schools: Healesville High School, Worawa Aboriginal College  Local Employment is sourced from: Sawmilling, tourism and viticulture  Mixed socio-economic area
  9. Make It Count - Healesville Cluster  Project in review:  Maths PL for teachers  Cultural awareness training at Monash University and Worawa Aboriginal College  Funding for maths resources, intervention programs such as GRIN and QuickSmart Numeracy  Big Day Out excursion  Teacher reflection PL
  10. Big Day Out - Goals  To engage students in a day of cultural activities and maths  To give students an opportunity to explore mathematics and its relationship to cultural activities  Professional Learning for teachers to see in action new ways in context  To bring local elders, members of the community, teachers and students together, building on those relationships
  11. The Big Day Out - Organisation  60 students rotated in groups of 15 accompanied by 3-4 teachers  Each activity ran for 40 minutes  Students completed an evaluation form at the end of the day, will have a day of reflection late October  Two local elders and another local Aboriginal community member were involved on the day  All instructors were supported by a teacher
  12. Big Day Out - Preparation  Cultural awareness training  Maths Professional Development on Context-based learning  Meeting with local elders  Devising activities with Chris Matthews, local elders and staff at Worawacollege  Next steps: Teacher’s will participate in a reflection day to record significant episodes from the day out
  13. Big Day Out – Activities Maths in nature using iPADs
  14. Big Day Out – Activities Mathsin basket weaving and building a humpy
  15. Big Day Out – Activities Maths in art
  16. Big Day Out – Activities Maths in sport
  17. Big Day Out - Reflection One teacher commented that it was the first time all year that one of her students had completed a task: “I was thrilled to see (student) completing all the day’s activities. He is a shy student who lacks confidence in class discussions but at the Big Day Out he went and introduced himself to other Aboriginal people and had a huge smile on his face all day.”

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