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Maths Camp and Big Day Out by Brad Jarro and Kate Naughtin
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Maths Camp and Big Day Out by Brad Jarro and Kate Naughtin

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Kate and Brad present at the AAMT Special Interest Conference

Kate and Brad present at the AAMT Special Interest Conference


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  • 1.    Make  It  Count:  Connecting   Mathematics  ate  Nith  Aboriginal  Ma7hews   w augh/n   Culture   Brad  Jarro    K  Dr.  Chris  
  • 2. Rationale     Effec/ve  teaching  of  mathema/cs  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   opportuni/es  to  see  where  their  Aboriginality  and   mathema/cs  come  together  (Ma7hews  &  Morris,  2011)     The  mathema/cs  curriculum  should  build  on  aspects  of   tradi/onal  culture  and  u/lize  contexts  (Stanton,  1994)  
  • 3. Implementation     In  2010,  the  Nerang  Cluster  held  a  culture  and   mathema/cs  camp  to  build  and  connect  both   maths  and  Cultural  Iden/ty  in  Indigenous  students.   Many  Aboriginal  and  Torres  Strait  Islander  Elders,   leaders  and  other  role  models  (Dr  Chris  Ma7hews)   played  a  significant  role  in  the  camp.       In  2012,  with  the  support  of  Chris  Ma7hews  and   the  work  of  the  Nerang  cluster,  the  Healesville   Cluster  ran  a  Big  Day  Out  at  Worawa  Aboriginal   College  where  students  par/cipated  in  a  day  to   integrate  cultural  ac/vi/es  and  mathema/cs.  
  • 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  iden/fy  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  Mathema/cs     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   ac/vi/es  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  Ac/vi/es     Cultural  and  Maths  ac/vi/es  included;     Dance  /  Algebra  Ac/vity  –       Gunyah  making  –  measurement  and  angles     Maths  trail  at  the  Currumbin  Wildlife  Sanctuary  –       Various  Cultural  Ac/vi/es  –  yarning  with  Elders,  Art,  Boomerang  throwing,  Didge   playing  
  • 7. Nerang  Camp  –  Maths  and  Culture  Camp     Prepara/on  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  mee/ngs  with  staff  from  each   school     Consulta/on  with  Elders,  Chris  and  other   community  members  
  • 8. The  Context  -­‐  Healesville     60km  North-­‐East  of  Melbourne     Popula/on  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   vi/culture     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,  interven/on  programs   such  as  GRIN  and  QuickSmart  Numeracy     Big  Day  Out  excursion     Teacher  reflec/on  PL  
  • 10. Big  Day  Out  -­‐  Goals     To  engage  students  in  a  day  of  cultural  ac/vi/es  and   maths     To  give  students  an  opportunity  to  explore  mathema/cs   and  its  rela/onship  to  cultural  ac/vi/es     Professional  Learning  for  teachers  to  see  in  ac/on  new   ways  in  context     To  bring  local  elders,  members  of  the  community,   teachers  and  students  together,  building  on  those   rela/onships  
  • 11. The  Big  Day  Out  -­‐  Organisation     60  students  rotated  in  groups  of  15  accompanied  by   3-­‐4  teachers     Each  ac/vity  ran  for  40  minutes     Students  completed  an  evalua/on  form  at  the  end   of  the  day,  will  have  a  day  of  reflec/on  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     Mee/ng  with  local  elders     Devising  ac/vi/es  with  Chris  Ma7hews,  local  elders   and  staff  at  Worawa  college     Next  steps:  Teacher’s  will  par/cipate  in  a  reflec/on   day  to  record  significant  episodes  from  the  day  out  
  • 13. Big  Day  Out  –  Activities   Maths  in  nature  using  iPADs   Maths  in  basket  weaving  and  building  a  humpy   Maths  in  art   Maths  in  sport  
  • 14. Big  Day  Out  -­‐  Reflection   One  teacher  commented  that  it  was  the  first  /me  all  year  that  one  of  her  students   had  completed  a  task:   “I  was  thrilled  to  see  (student)  comple/ng  all  the  day’s  ac/vi/es.  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.”