Numeracy, mathematics
and urban Indigenous
learners
Background issues


Indigenous children in
Australian schools could be
regarded as ESL (English as
Second Language) learn...
The local context
The Swan Valley Cluster
 Swan View Primary School
 72 Indigenous students K-7 (17%)
 Moorditj Noongar...
CRMP
Culturally Responsive
Mathematics Pedagogies

 Are these necessarily different
from ‗sound mathematics
pedagogies‘?
...
or is it …
First, respond to, empathise and connect
with the child and his/her culture and then …
 Use the appropriate pe...
Initial focus points
Practice of „culturally sensitive‟ and
„culturally aware‟ teachers
2. Knowledge and practice of
teach...
Two ‘interventions’



Swan View Primary School

Cluster all Indigenous children in four classes
taught by „culturally se...
Effective teachers?
Criteria for identifying „effective‟
teachers of Indigenous children.
Treat as individuals – no „blank...
With this is mind Swan View PS trialled
the following class structures.
Year 2/3/4 Indigenous
students.
 Year 5/6 class
...
Practice of ‘culturally sensitive’ and
‘culturally aware’ teachers
What do they do that works best with
Indigenous childre...
Build relationships through empathy and
connection


The key thing is that you‘ve
got to have empathy with
them. You‘ve g...
Knowledge and practice of teachers, Education
Assistants (EAs) and Aboriginal & Islander
Education Officers (AIEOs) as par...
Improved content knowledge


Basically, we‘re the children aren‘t we?
We‘ve had to go back and re-learn, and a lot
of the...
Teaching practices
Teacher questionnaire
identified these:








Identify individual weaknesses
and plan for teachi...
. . . and . . .







Use hands-on resources and manipulatives
Use natural resources such as sea shells and
familia...
Understanding decimals using play
dough
Focus: Moving from additive
thinking to multiplicative thinking
Moving from additive thinking to
multiplicative thinking with a focus on
mathematical language
Focus: Understanding and solving
division algorithms
Partitioning to calculate
Contextualising maths








Cooking
Planning meals
Literacy with recipes
Shopping
Measurement – time
Fractions – ...
Contextualising maths
Social capital of the
sharing of the food


Opportunity for yarning



Connecting with others
V-Swans

Nic Nat (Mr Natanui) visits Swan View Primary
School
V-Swans






More than just about playing football
Skills one week; in-class work the next
Contextualising maths in ...
V-Swans
Healthy lifestyles – good
diet, exercise, goal
setting, drug free
 Building resilience
 Role models
 Belonging ...
Role models
 V-Swans

Program
 Indigenous parents engaging in fund
raising, assemblies, Noongar Club,
Generation One
Involvement in national competition - choir
performing and singing
Generation One
There is clearly a mood for change - a
movement for good people across Australia
who understand we will nev...
Generation One
Based on Noongar Club – Pat Kelly (elder) is
working with children on performance
 ‗Rap‘ theme song is pro...
More Engagement
Extension of the cultural empathy – class
with dedicated teacher set up for Indigenous
children „at risk‟
...
Expanding the learning
Evidence of success
Wider teacher support base
 Indigenous cultural interests
 Bush tucker garden
 Music, performance, ...
Anecdotal evidence
“Troy told (my daughter) that he was related
to both Anton and Holly in some way and
that he was happy ...
Anecdotal evidence





“The school‟s commitment to Aboriginal students
and dealing with behavioural issues is excellen...
Attendance Data
„Long-term enrolled‟ Indigenous students at
Swan View Primary. Proportion who
attended 90% or better of po...
NAPLAN
Improvement is evident at all
year levels
 Almost

all of the Indigenous children
whose Naplan levels have improve...
Student attitudes
This is how I feel when I ...
 Do maths with my teacher
 Play games in maths
 Do maths in a group
 U...
Why is it working?
 The

‗carrots‘ have not been
gimmicky – they have been

substantial



Good teaching
Compassion
Empa...
Swan strategies for achievement in numeracy for indigenous students mds
Upcoming SlideShare
Loading in …5
×

Swan strategies for achievement in numeracy for indigenous students mds

772 views

Published on

Provides background and context for the Make It Count project and how the key school and the Cluster set about to improve maths outcomes of their Aboriginal and Torres Strait Islander students.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
772
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
8
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Swan strategies for achievement in numeracy for indigenous students mds

  1. 1. Numeracy, mathematics and urban Indigenous learners
  2. 2. Background issues  Indigenous children in Australian schools could be regarded as ESL (English as Second Language) learners. For some of them, the language spoken at home is an Aboriginal dialect or ‗Aboriginal English‘, a type of ‗kriol‘ language, or a mixture of English and a local dialect.
  3. 3. The local context The Swan Valley Cluster  Swan View Primary School  72 Indigenous students K-7 (17%)  Moorditj Noongar Community College  93 Indigenous students K-7 (100%)
  4. 4. CRMP Culturally Responsive Mathematics Pedagogies  Are these necessarily different from ‗sound mathematics pedagogies‘?  Is it not a question of ‗what are good pedagogies to use with indigenous children?‘ . . . And that these are reinforced by mathematical content knowledge.
  5. 5. or is it … First, respond to, empathise and connect with the child and his/her culture and then …  Use the appropriate pedagogies and  strategies to teach the mathematics needed.
  6. 6. Initial focus points Practice of „culturally sensitive‟ and „culturally aware‟ teachers 2. Knowledge and practice of teachers, Education Assistants (EAs) and Aboriginal & Islander Education Officers (AIEOs) as part of „professional learning communities‟ 3. Provision of resources for learning 1.
  7. 7. Two ‘interventions’  Swan View Primary School Cluster all Indigenous children in four classes taught by „culturally sensitive‟ teachers  Cluster wide professional learning First Steps in Maths for teachers, EAs and AIEOs Using mathematics learning sequences EAs and AIEOs devise intervention plans Resource-making workshops
  8. 8. Effective teachers? Criteria for identifying „effective‟ teachers of Indigenous children. Treat as individuals – no „blanket rule for all‟ whether they are Indigenous or not.  Non-threatening to children  Aware of impoverishment of children  Do not blame children for their impoverishment 
  9. 9. With this is mind Swan View PS trialled the following class structures. Year 2/3/4 Indigenous students.  Year 5/6 class     (13 Aboriginal, 10 Non Aboriginal) Year 6/7 cluster Year K/PP/1 cluster Teachers collaborated with GIRN to improve their Mathematics understanding and cater to the Indigenous students Mathematical needs.
  10. 10. Practice of ‘culturally sensitive’ and ‘culturally aware’ teachers What do they do that works best with Indigenous children?  Build relationships through empathy and connection  Display cultural sensitivity and awareness  Provide support mechanisms  Provide clear goals and expectations
  11. 11. Build relationships through empathy and connection  The key thing is that you‘ve got to have empathy with them. You‘ve got to trust them, then they‘ll want to come and talk to you and then you‘re half way there. If you don‘t have that, then it‘s ―I‘m not interested, see you later‖. It‘s a critical thing— be open, let them talk to you, talk back with them. (Dan, Teacher)
  12. 12. Knowledge and practice of teachers, Education Assistants (EAs) and Aboriginal & Islander Education Officers (AIEOs) as part of ‘professional learning communities’ Effect of professional learning     Improved levels of confidence Development of a team approach Improved content knowledge Improved engagement with children
  13. 13. Improved content knowledge  Basically, we‘re the children aren‘t we? We‘ve had to go back and re-learn, and a lot of the procedures we learned [in the P/learning] have really helped, so when I see the teacher do it on the board, I think that‘s the way for them to do it - you‘re understanding it better; it‘s breaking it right down. (Rose, EA)
  14. 14. Teaching practices Teacher questionnaire identified these:      Identify individual weaknesses and plan for teaching based on learning sequences. Revise, re-teach, and use continuous reinforcement of key ideas to account for short attention span Use oral discussions and drawing to communicate ideas Use game playing to teach key concepts Use rhyme, rhythm and movement in real life contexts
  15. 15. . . . and . . .       Use hands-on resources and manipulatives Use natural resources such as sea shells and familiar resources such as dice and cards Clustering Indigenous students in four classes with supportive peers Supportive learning environment to gain children‟s confidence Indigenous peer tutoring Strategies to attain regular attendance from Indigenous students
  16. 16. Understanding decimals using play dough
  17. 17. Focus: Moving from additive thinking to multiplicative thinking
  18. 18. Moving from additive thinking to multiplicative thinking with a focus on mathematical language
  19. 19. Focus: Understanding and solving division algorithms
  20. 20. Partitioning to calculate
  21. 21. Contextualising maths        Cooking Planning meals Literacy with recipes Shopping Measurement – time Fractions – quantities Games – manipulation of materials . . . but the even bigger spin off is . . .
  22. 22. Contextualising maths Social capital of the sharing of the food  Opportunity for yarning  Connecting with others
  23. 23. V-Swans Nic Nat (Mr Natanui) visits Swan View Primary School
  24. 24. V-Swans      More than just about playing football Skills one week; in-class work the next Contextualising maths in sport Visited Swan Districts Football Club ABC video recorded one session ....the big gains have been about ....
  25. 25. V-Swans Healthy lifestyles – good diet, exercise, goal setting, drug free  Building resilience  Role models  Belonging to a club – community  An education can give one involvement in other aspects of the game of football.
  26. 26. Role models  V-Swans Program  Indigenous parents engaging in fund raising, assemblies, Noongar Club,
  27. 27. Generation One Involvement in national competition - choir performing and singing
  28. 28. Generation One There is clearly a mood for change - a movement for good people across Australia who understand we will never end the disparity between Indigenous and nonIndigenous Australians unless there is education that prepares you for life, training specific for guaranteed jobs, mentoring that gets results and employment that lasts. (Generation One website)
  29. 29. Generation One Based on Noongar Club – Pat Kelly (elder) is working with children on performance  ‗Rap‘ theme song is produced by children  Inclusive as it involves non-Indigenous children ... giving children a purpose and a motivation for coming to school 
  30. 30. More Engagement Extension of the cultural empathy – class with dedicated teacher set up for Indigenous children „at risk‟  More parents engaging with the school because teacher does „blackfella things‟ (damper, campfire etc.)  Until 2 years ago, no Indigenous children in Kindergarten classes. 
  31. 31. Expanding the learning
  32. 32. Evidence of success Wider teacher support base  Indigenous cultural interests  Bush tucker garden  Music, performance, drama  The word gets around!  Since 2007, Indigenous children have increased by over three times 
  33. 33. Anecdotal evidence “Troy told (my daughter) that he was related to both Anton and Holly in some way and that he was happy to be in the same class as them, as this made him feel safe”  “(parent) came into my classroom, shook my hand and thanked me for teaching Shania and making her happier about school” 
  34. 34. Anecdotal evidence    “The school‟s commitment to Aboriginal students and dealing with behavioural issues is excellent”. “I am always made to feel welcome in talking openly with staff about any issues I have with my children and have received assistance in areas above and beyond the role of just a school” “My decision to stay within the area is due to this primary school”
  35. 35. Attendance Data „Long-term enrolled‟ Indigenous students at Swan View Primary. Proportion who attended 90% or better of possible days. 2009 – 39% 2010 – 45% 2011 – 60% 2012 – 72%
  36. 36. NAPLAN Improvement is evident at all year levels  Almost all of the Indigenous children whose Naplan levels have improved or have maintained a level ‗at benchmark‘ or ‗above benchmark‘ have attended 90% or more of possible days.
  37. 37. Student attitudes This is how I feel when I ...  Do maths with my teacher  Play games in maths  Do maths in a group  Use dice, counters and other things
  38. 38. Why is it working?  The ‗carrots‘ have not been gimmicky – they have been substantial  Good teaching Compassion Empathy Caring  Connectedness   

×