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Emm3103 Emm3103 Presentation Transcript

  • EMM310 Assignment 1Part B – Language & Indigenous Issues GROUP 9 Brittany Heidi JessicaAmber Tobin Markwick Gray Wagner Kristina Michelle Kate Goudie Lucy Fairley Beaumont Harvey
  • Introduction Diverse learners, such as ESL and Indigenous students, need to be taken into consideration when programming, planning and teaching. The following presentation what thisresearch will discuss - means for teachers issues why these impacting issues are relevant to upon these mathematics learners and
  • Language Issues - Q1 What does the research say about the issue? Research shows language issues in the classroom that many ESL studentsthat there is a relationship quickly develop between ‘conversational’ English but language, language can take many years tolearning and mathematics. develop more specialised ‘academic’ English. that ESL students who are that mathematics has a able to use their homespecialised language that language in the learningcan be confusing for ESL environment enhance their students. academic achievement.
  • Language Issues - Q2 How do these issues impact on students learning?ESL need to learn mathematical language, using their first language can help with this: ESL students need to learn mathematical English if they are to succeed in learning mathematics. Using their first language can help diminish the difficulties ESL students have reading and writing mathematics. Drawing on past experiences can help ESL students make sense of a new situation.
  • Language Issues - Q2 How do these issues impact on students learning?ESL students learning can be improved by using relevant situations that include their culture and community: By involving students’ culturally communities and taking the ‘funds of knowledge’ perspective, teachers are able to engage students in ‘real world’ problems whilst introducing the students’ culture to the classroom.
  • Language Issues – Q3 What makes this issue particular relevant for teaching mathematics?Australia is one of the most multicultural countries in the world and there are many students for whom English is not their first language. This makes language an important issue for mathematics teachers. Teachers must: Understand the Help learners discourse of the construct classroom and be meaning of able to modify this language and discourse for ESL develop students. vocabulary.
  • Language Issues – Q3 What makes this issue particular relevant for teaching mathematics? Understand the role culture playsIncorporate appropriate social and in learning and provide academic language to opportunities to incorporate accommodate the needs of ESL students home culture and students. language into the classroom.Incorporating language and culture into the mathematics classroom can be a challenging and complex task. However, it is becoming more and more critical given the changing demographics of Australian schools .
  • Language Issues – Q4 What does this mean for you as a teacher?So as to ensure all students achieve to the best of their ability, it is evidentthat teachers in the mathematics classroom need to better cater for thosestudents who speak English as their second language. In catering for ESL students we suggest: Promoting cultural Ensuring appropriate diversity in the and relevant lesson classroom. Speak content and their language! activities. Do not Encourage all forget the power of students to give it a the visual! go!
  • Language Issues – Q4 What does this mean for you as a teacher? Encourage ESL students to Meet, talk and develop think/speak/learn in a relationship with the their first language as parents. well as in English.Teachers need to facilitate an environment that is comprehensible forALL students including those students who do not speak English as theirfirst language. But, the focus is not language! The focus is the effectivecommunication of the concepts, processes and applications ofmathematics so as to ensure educational outcomes are achieved by all.
  • Indigenous Issues Q1 What does the research say about the issue?In the past indigenous culture may have been seen as primitive and not given any time in a classroom. Due to this Indigenous Formal education students find is very different little value in to all learning the maths they have been being taught used to in their to them. first 5 years. Many indigenous Without change students struggle students will learning maths continue to feel and therefore achieve poor devalued and academic results. results will continue.
  • Indigenous Issues Q2 How do these issues impact on students learning?As a result of Aboriginal culture not being implemented into student’s wayof learning, it is having a direct impact on Aboriginal students learning and academic results. Teachers are frustrated and Language barriers increasingly under Aboriginal are causing pressure regarding students are being Aboriginal Aboriginal student’s taught two students to mathematics different learning perform poorly in results, this directly systems which is mathematics due affects student’s causing confusion. to their lower attitude towards literacy levels. maths.
  • Indigenous Issues Q3 – What makes this issue particular relevant for teaching mathematics?If Indigenous students’ outcomes in mathematics are to improve, it is essential that teachers: Believe in Indigenous Promote the value of students’ mathematics to mathematical Indigenous students. abilities. Acknowledge, respec Develop a greater t and build on the understanding of knowledge of Indigenous culture. Indigenous students. Provide Indigenous students with relevant mathematical learning opportunities.
  • Indigenous Issues Q4 – What does it mean for you as a teacher?The issues affecting Indigenous students and consequently their educationaloutcomes clearly identifies that part of the issue lies with a need for teachers torefocus their current educational goals towards improving theachievement, participation and cultural relevancy of their Indigenous students inMathematics.This will incorporate: reviewing current pedagogy, identifying teacher perspectives and expectations of Indigenous students, increasing the involvement on Indigenous families and community within schools, and developing culturally inclusive curriculums.
  • PEDAGOGICAL MODEL IDENTIFY different perspectives * Culture * Background * LanguageRECOGNISE diversity oflearners* Identify individual REFLECT ONlearning styles LEARNING* Support differences inapproaches to learning Mathematical OPPORTUNITIES* Provide opportunitiesfor all learners Teaching Framework ACKNOWLEDGE students’ IMPLEMENT effective knowledge teaching practices * Respect prior knowledge * Encourage all attempts * Build on current * Support group knowledge discussions *Connect students’ ideas to * Incorporate range of new concepts learning situations
  • CONCLUSION Providing inclusive opportunities within MathematicsWith regards to both language issue and Indigenous issues it is necessary that teachers: Respect and Make connections Know their include students with the students students culture in the communities classroom Ensure that Approach students learning Mathematics is relevant to their from real life lives perspectives With all these factors in place Mathematics becomes a positive learning environment for diverse learners.
  • REFERENCESAustralian Bureau of Statistics. (2010). Indigenous Students. Schools Australia 2010.http://www.abs.gov.au/ausstats/abs@.nsf/lookup/4221.0Main+Features52010?OpenDocumentBarwell, R. (2008). ESL in the Mathematics Classroom. The Numeracy and Literacy Secretariat and the Ontario Association of Deansof Education: What Works? Research into Practice. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ESL_math.pdfBrown, K. (2008). Employing Mathematical Modelling to Respond to Indigenous Students Needs for Contextualised MathematicsExperiences. In M. Goos, R. Brown, & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics EducationResearch Group of Australasia (pp. 93-99). Adelaide: MERGA. Retrieved from: www.merga.net.au/documents/RP72008.pdfBuchanan, K and Helman, M. (1997). Reforming Mathematics Instruction for ESL Literacy Students. Centre for Applied LinguisticsDigest: Series 1. http://www.cal.org/resources/digest/buchan01.htmlErnst-Slavit, G. and Slavit, D. (2007). Educational Reform, Mathematics, & Diverse Learners, Meeting the Needs of All Students.Multicultural Education, Summer, 20-27.http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26560575&site=ehost-liveMatthews, C., Watego, L., Cooper, T.J., & Baturo, A.R. (2005). Does Mathematics Education in Australia Devalue Indigenous culture?Indigenous Perspectives and non-Indigenous Reflections. In P Clarkson, A Downton, D Gronn, M Horne, A McDonough, R Pierce andA Roche (Eds.), Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia (pp. 513-520). Sydney: MERGA Retrieved from: http://www.merga.net.au/documents/RP572005.pdfMeaney, T., McMurchy-Pilkington, C. & Trinick, T. (2008). Mathematics education and indigenous students. In H. Forgasz et al.(Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 119-140). Rotterdam, The Netherlands: Sense.NSW Department of Education and Communities. (2011). Language Background other than English. Planning and InnovationDirectorate. https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/lbote/lbote2011.pdf
  • REFERENCESNSW Department of Education and Communities. 2011. Language Background other than English. Planning and InnovationDirectorate. https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/lbote/lbote2011.pdfOlson, J. C., Braun, K., Salsbury, T. (2009) Supporting English Language Learners Develop Mathematics and LanguageCompetencies. Washington State University. P. 1-7http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?vid=5&hid=105&sid=a99e4e31-a15b-4f37-a7d7-c065944dda03%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=54435891Perry, B. & Howard, P. (2008). Mathematics in Indigenous Contexts. Australian Primary Mathematics Classroom,13 (4), 4-9Perry,B & Howard,P. (2006) Issues in teaching mathematics to Aboriginal students. In P. Groontenboer, R.Zevenbergen, M, Chinnappan (Eds), Proceedings of the 29th annual conference of the Mathematics Education Research Group ofAustralia, (pp.293-300) Adelaide: MERGA. Available from http://www.merga.net.au/documents/RP322006.pdfPerry, B & Howard,P.(2005) Learning Mathematics: Perspectives of Australian Aboriginal children and their teachershttp://ab-ed.boardofstudies.nsw.edu.au/go/resources/numeracy-developmentS, Mathews., Howard, P., Perry, B. (2003) Working together to enhance Australian Aboriginal students mathematics learning. In L.Bragg, C. Campbell, G. Herbert, J. Mousley (Eds), Proceedings of the 26th annual conference of Mathematics Education ResearchGroup of Australia, (pp.17-28). Pymble: MERGA. Available fromhttp://search.informit.com.au.ezproxy.csu.edu.au/search;rs=1;rec=16;action=showCompleteRec