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Mandalany mathematics kit - Lillian Miller


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Mandalany is a teaching kit designed for early years learning in mathematics that is culturally responsive to indigenous students.

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Mandalany mathematics kit - Lillian Miller

  2. 2. Learning Intention: Showcasing local language in design and implementation of mathematical resources for classroom discourse in ways that promote the investigation and growth of mathematical language.
  3. 3. Success Criteria: • Engage with activities to enhance mathematical understanding and development. • Explore useful resources to engage your student in mathematical processes that are fun and enjoyable.
  4. 4. This kit was created as part of my work with learning communities in the Cairns Diocese. The project is developed with Mathematical Activities which focus on Aboriginal Language.
  5. 5. Mathematical Games Kit – Mandalany (Man-da-lanj) caters for Prep - Year 1 with the focus on alignment with the Australian Curriculum where appropriate. The activities are not necessarily sequential and are intended to be inclusive.
  6. 6. The Language used for the project is “Jiddabul” which is the language of Herberton
  7. 7. The garburrun garburru(6) maui(food) identifies the 6 elements within the Kit. 1. Aboriginal Language 2. Mathematical Language 3. Activity Process 4. Resources 5. ’Yarn About’ - giving students the opportunity to reflectively yarn about the activity. 6. Assessment Prep and Year 1
  8. 8. 1. Indigenous Language JIDDABUL LANGUAGE 1 yunggul 2 Bulayi 3 balan 4 Bulayi bulayi 5 Yunggul bulayi bulayi 6 Garburran garburru 7 Balan bulayi bulayi 8 Balan yunggul bulayi bulayi 9 Balan garburran garburru 10 Yungul bulayi balan bulayi bulayi Prep and Year 1
  9. 9. AUSTRALIAN CURRICULUM NUMBER AND ALGEBRA ACMNA001: Establish understanding of the Language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point. ACMNA 289: Compare order and make correspondences between collections, initially to 20, and explain reasoning. 2. Mathematical Language • Reading stories from other cultures featuring Indigenous Language e.g. “Cassowary Coast – “Count on Country” by Pamela Galeano. • Recognise ways of counting in local ‘Jiddabul’ language. • Identify the number on the maui in sequence backwards and forwards. • Sequence the maui, backwards and forwards. • Develop fluency with maui counting backwards and forwards. • Use the maui to count to 20 in order. Prep
  10. 10. 3. Activity Process . Place all the maui – (food – fish) on the blue mat. Teacher scaffolds the lesson by asking: • Find and catch all the maui for 0. • Find and catch all the maui for 1. • Continue until all numbers are completed. • Scanning for an object defined by its function • Find all the maui for 10. Prep
  11. 11. 4. Resources PREP
  12. 12. 5. ’Yarn About’ - giving students the opportunity to reflectively yarn about the activity. Prep and Year 1
  13. 13. 6. Assessment Prep
  14. 14. AUSTRALIAN CURRICULUM NUMBER AND ALGEBRA ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives, and tens starting from zero. Mathematical Language ♦ Using skip counting to count in 2’s, 5’s and 10’s. ♦ Developing fluency with forwards and backwards counting in meaningful contexts such as circle games. Year 1
  15. 15. 3. Activity Process • Start at 0 place all the maui (food – fish) to 100 on the blue square mat in order and in sequence. • Count forwards and backwards from any given number. • Using skip counting to count to 100. • Count the maui (food – fish) in 1’s, 2’s, 5’s and 10’s using skip counting from any given number. Year 1
  16. 16. 4. Resources Year 1
  17. 17. 5. ’Yarn About’ Giving students the opportunity to reflectively yarn about the activity. Prep and Year 1
  18. 18. 6. Assessment Year 1
  19. 19. ?
  20. 20. Contacts: Lillian Miller or 07 40509728