The document discusses strategies for improving mathematics learning for Aboriginal students. It focuses on two approaches: mathematisation, which involves relating everyday experiences to mathematical concepts, and contextualisation, which foregrounds mathematics in contexts students can relate to. The Alberton cluster model uses these approaches across grades 3-5 through an integrated numeracy program related to community projects. The goal is to develop students' mathematical resilience and ability to transfer skills by strengthening their engagement and confidence in mathematics.

1. Connecting mathematics and
numeracy to improve learning for
Aboriginal students
(Make it Count)
STEVE THORNTON
Charles Darwin University
JOANNE STATTON
Alberton Primary School
MathematisingMathematising
and Contextualisingand Contextualising

2. Much of the present
teaching of mathematics,
particularly in the primary
years, has Aboriginal
students doing
mathematics that is not
related to their world and
their everyday
experiences. As a result,
by the time many
Aboriginal students have
reached the latter years
of primary school they
have been alienated from
mathematics.
Matthews, Howard & Perry, 2003

3. Make it Count Aims
Document and share effective models
of teacher professional development,
whole school change and community
engagement in relation to
mathematics and numeracy
Develop whole school approaches to
mathematics and numeracy that result
in markedly improved achievement by
Indigenous students
Build and participate in networks and
professional learning communities and
act as catalyst and support for action
by others.

4. Alberton clusterAlberton cluster

6. Why can’t we draw
all day?

7. Andrew’s challenge to Iain

8. The Alberton model
• The integrated, cross-age literacy and
numeracy model, year 3 to 5
• Looking for a way of understanding what
we were doing

9. First theoretical framework
(an adaptation of Dowling’s domains of practice)
Mathematisation: taking
everyday content and thinking
about it mathematically. How
can we develop in students how
to mathematise something,
make generalisations and to
make something mathematical?
Pure Mathematics: having
maths as the actual context, ie. Some
things (prime numbers for example)
don’t have a real ‘use’ or ‘reason’, but
sometimes the actual skill is important.
Numeracy: everyday
content using everyday
language. Being numerate
involves- mathematical
knowledge, contextual
knowledge and strategic
knowledge.
Contextualisation:
foregrounding maths in something
that students can relate to.

10. • Consulting the Alberton student community to
find out its needs and ideas/thoughts on the
Anzac memorial garden.
• Constructing a communication consultation
booth to investigate the design needs of the
project
• Communicating their findings to the garden
committee
• Using a column, bar and line graph
• Uses an x and y axis
• Divide graphs using appropriate increments
using 2s, 5s and 10s
• Can structure a closed question
• Can construct a table to gather information
• Understands and applies tallying
• Language e.g. columns and rows
• Organisation of mathematical
information
• Understanding of x, y axis (algebra)
• Statistical information
• Making generalisations
• Horizontal and vertical lines
EVERYDAY
A FRAMEWORK FOR MATHS AND NUMERACY
Community Garden
content 

expression

Exploring, Analysing and Modelling Data
• Collection of data
• Tally System
• Presentation of data visually
• Graph construction
• Interpretation of tables
• Formulating questions
• Organising and displaying data
• Presenting results of surveys
• Uses associated terminology
MATHEMATICAL

11. Development of a research focus
Mathematical resilience
(Johnstone-Wilder & Lee, 2010)

12. Transfer
Still looking for a way to collect and monitor this.

13. The Alberton cluster question
and model

14. What is the role of
mathematisation
and
contextualisation in
developing
mathematical
resilience and
promoting transfer
of learning among
Indigenous
students?
The Alberton cluster question

15. Mathematics
Context
ContextualisationMathematisation
Resilience Transfer

16. Looked like: Sounded like: Felt like:
• Head on the desk,
book on the floor
• Tears
• Sometimes removing
self from group
• Refusal to participate
in certain tasks
• Face in hands
• Crawling into a corner
• Only chose to learn
with the teacher
• “ I need help” before
beginning or even
sitting down
• “I need to go to the
toilet”
• “I can’t do this”
• “I don’t know what to
do”
• *crying*
• No risk taking
• Safe zone
• Confused
• Low resilience
• Fear of making a
mistake
• Giving up before
beginning
• Avoidance
• Did not enjoy learning
Some early observations
Debra

17. Looks like: Sounds like: Felt like:
• Sitting up
• Focused on learning
• Smiling, happy
• Excited
• Participating
• Learning in a variety of ways:
independently,
collaboratively (group or
partner), with the teacher
• Laughing
• “ Don’t help me yet, I want
to try by myself”
• “Hey Laura, I didn’t go to the
toilet at all today. I’m getting
good at that aren’t I!”
• “What are we learning about
today” before Numeracy
time begins
• “Come and look what I did”
• “Can I share this with Mr.
Plastow or Vicki”
• Talking about her learning
with the teacher and other
students
• Risk taking
• Having a go
• Proud
• Excited
• Eager to learn
• Enjoys learning
RecentRecent
observationsobservations
Debra

18. This is Leroy.
The Leroy Story
Leroy starts the lesson with
the premise that everything
will be OK. He is organised and
he is ready to begin.

19. He knows where to find
the information...
…however he has
trouble accessing the
information he needs.
At the beginning of the year,
Leroy found it difficult to
work independently.
When the teacher was
helping other students, he
found it hard to engage.

20. Leroy has discovered
that he can use other
people to gain
information, through
observation and
deeper questioning.
Leroy is still learning,
but he is ‘doing’ rather
than just ‘waiting’.

21. This afternoon’s session
Presenting practical classroom
strategies and data