This document provides an overview of a presentation on language and indigenous issues in mathematics education. It discusses key research findings on how language issues impact ESL students' learning and the relationship between language, language learning, and mathematics. It also examines issues impacting indigenous students' learning and how incorporating indigenous culture and knowledge is particularly relevant for teaching mathematics. The document concludes with implications for teachers, including facilitating inclusive learning environments and ensuring all students can engage with meaningful mathematical concepts.

1. EMM310
Assignment 1
Part B – Language & Indigenous Issues
GROUP 9
Brittany Heidi Jessica
Amber Tobin
Markwick Gray Wagner
Kristina Michelle
Kate Goudie Lucy Fairley
Beaumont Harvey

2. Introduction
Diverse learners, such as
ESL and Indigenous
students, need to be
taken into consideration
when
programming, planning
and teaching. The
following presentation what this
research will discuss - means for
teachers
issues why these
impacting issues are
relevant to
upon these mathematics
learners and

3. Language Issues -
Q1 What does the research say about the issue?
Research shows language issues in the classroom
that many ESL students
that there is a relationship quickly develop
between ‘conversational’ English but
language, language can take many years to
learning and mathematics. develop more specialised
‘academic’ English.
that ESL students who are
that mathematics has a
able to use their home
specialised language that
language in the learning
can be confusing for ESL
environment enhance their
students.
academic achievement.

4. 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.

5. 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.

6. 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.

7. Language Issues –
Q3 What makes this issue particular relevant for
teaching mathematics?
Understand the role culture plays
Incorporate appropriate social and
in learning and provide
academic language to
opportunities to incorporate
accommodate the needs of ESL
student's 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 .

8. 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 evident
that teachers in the mathematics classroom need to better cater for those
students 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!

9. 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 for
ALL students including those students who do not speak English as their
first language. But, the focus is not language! The focus is the effective
communication of the concepts, processes and applications of
mathematics so as to ensure educational outcomes are achieved by all.

10. 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.

11. Indigenous Issues
Q2 How do these issues impact on students learning?
As a result of Aboriginal culture not being implemented into student’s way
of 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.

12. 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.

13. Indigenous Issues
Q4 – What does it mean for you as a teacher?
The issues affecting Indigenous students and consequently their educational
outcomes clearly identifies that part of the issue lies with a need for teachers to
refocus their current educational goals towards improving the
achievement, participation and cultural relevancy of their Indigenous students in
Mathematics.
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.

14. PEDAGOGICAL MODEL
IDENTIFY different
perspectives
* Culture
* Background
* Language
RECOGNISE diversity of
learners
* Identify individual REFLECT ON
learning styles
LEARNING
* Support differences in
approaches to learning Mathematical OPPORTUNITIES
* Provide opportunities
for 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

15. CONCLUSION
Providing inclusive opportunities within Mathematics
With 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.

16. REFERENCES
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