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YuMi Deadly Maths 
What Is It and How Does It Work?
YuMi Deadly Maths 
• Grew out of over 20 years work in low SES and 
Indigenous schools 
• Related to whole school change a...
Ensuring high 
expectations in 
leadership and high 
expectations in terms of 
student attendance, 
engagement and 
perfor...
• RAMR Model
Development of the RAMR teaching framework 
Perceived 
Reality 
Creativity & problem 
solving 
Symbolic language & 
struct...
RAMR 
CYCLE 
Reality 
Abstraction 
Critical Reflection
RAMR 
CYCLE 
Reality 
Abstraction 
Critical Reflection
Reality 
• Identify local cultural and 
environmental knowledge that can 
be used to introduce the idea. 
• Ensure existin...
Abstraction 
• Develop a sequence of representational 
activities (physical to virtual to pictorial 
materials to language...
• Enable students to appropriate and 
understand the formal language 
and symbols for the mathematical 
idea. 
• Facilitat...
Critical Reflection 
• Set problems that apply the 
idea back to reality. 
• Lead discussion of idea in terms 
of reality ...
RAMR 
CYCLE 
Reality 
Abstraction 
• Identify local cultural and 
environmental knowledge that can be 
used to introduce t...
Reality 
Decimal match and 
order: using existing 
knowledge, money 
Decimals -Whole to part for 
measuring
Abstraction 
Decimals-whole 
to part, 
measurement
Mathematics 
Matching 
decimals 
Decimals-whole 
and parts 
(measurement)
Reflection 
Measurement-time 
Read, write 
and say 
large 
numbers, 
compare 
and order 
Decimals, whole to part
Changing mindsets 
Teacher 1 
Beliefs 
Teacher 2 
‘One of the most powerful influences that Yumi has given my class and I,...
Links 
 Yumi on You tube Sharing summit 2013: reflections from Principals & teachers 
https://www.youtube.com/watch?v=6e0...
Abstraction -body
Abstraction Body-Hand-mind
Abstraction student model
Abstraction- hand &mind
Yumi Deadly Maths what it is and how it works
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Yumi Deadly Maths what it is and how it works

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Connect with Maths, Make it count with Indigenous Learners community event, YuMi Deadly Maths ~ what it is and how it works. Presenters: Dr Grace Sarra and Robyn Anderson
The webinar will be discussing YuMi Deadly Maths – what it is and how it works. Within these program we aim to:
•facilitate whole school change that builds pride and positive identity, emphasises high expectations, and strengthens relationships with community
•enhance student learning at all levels: early childhood, middle school, senior school and post-compulsory
•support school and TAFE staff to teach effectively
•develop decolonising research methodologies to empower the researched
The YuMi Deadly Centre's vision is Growing community through education. Through research and tailored programs, the YuMi Deadly Centre strives to enhance the learning of Indigenous and non-Indigenous children, young people and adults to improve their opportunities for further education, training and employment, and to equip them for lifelong learning.
Yumi Deadly Centre website: ydc@qut.edu.au

Published in: Education
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Yumi Deadly Maths what it is and how it works

  1. 1. YuMi Deadly Maths What Is It and How Does It Work?
  2. 2. YuMi Deadly Maths • Grew out of over 20 years work in low SES and Indigenous schools • Related to whole school change and takes account of culture • Based on big ideas, connections, sequences & pre-empting • Based on active constructivist pedagogy cycle: reality  mathematics (RAMR) • Empowers teachers and students 2
  3. 3. Ensuring high expectations in leadership and high expectations in terms of student attendance, engagement and performance. Building and maintaining strong community and school partnerships. Cycle of school change and leadership Acknowledging, embracing and developing a positive sense of Aboriginal identity and a positive Torres Strait Islander identity. Acknowledging and embracing Indigenous leaderships roles in schools and their communities.
  4. 4. • RAMR Model
  5. 5. Development of the RAMR teaching framework Perceived Reality Creativity & problem solving Symbolic language & structure Cultural bias Critical Reflection Invented Mathematics Abstraction Chris Matthews 2010
  6. 6. RAMR CYCLE Reality Abstraction Critical Reflection
  7. 7. RAMR CYCLE Reality Abstraction Critical Reflection
  8. 8. Reality • Identify local cultural and environmental knowledge that can be used to introduce the idea. • Ensure existing knowledge prerequisite to the idea is known. • Construct kinaesthetic activities that introduce the idea (and are relevant in terms of local experience).
  9. 9. Abstraction • Develop a sequence of representational activities (physical to virtual to pictorial materials to language to symbols) that develop meaning for the mathematical idea. • Develop two-way connections between reality, representational activities, and mental models through body  hand  mind activities. • Allow opportunities to create own representations, including language and symbols.
  10. 10. • Enable students to appropriate and understand the formal language and symbols for the mathematical idea. • Facilitate students’ practice to become familiar with all aspects of the idea. • Construct activities to connect the idea to other mathematical ideas.
  11. 11. Critical Reflection • Set problems that apply the idea back to reality. • Lead discussion of idea in terms of reality to enable students to validate and justify their own knowledge. • Organise activities so that students can extend the idea (use reflective strategies – being flexible, generalising, reversing, and changing parameters).
  12. 12. RAMR CYCLE Reality Abstraction • Identify local cultural and environmental knowledge that can be used to introduce the idea. • Ensure existing knowledge prerequisite to the idea is known. • Construct kinaesthetic activities that introduce the idea (and are relevant in terms of local experience). • Develop a sequence of representational activities (physical to virtual to pictorial materials to language to symbols) that develop meaning for the mathematical idea. • Develop two-way connections between reality, representational activities, and mental models through body  hand  mind activities. • Allow opportunities to create own representations, including language and symbols. • Enable students to appropriate and understand the formal language and symbols for the mathematical idea. • Facilitate students’ practice to become familiar with all aspects of the idea. • Construct activities to connect the idea to other mathematical ideas. Critical Reflection • Set problems that apply the idea back to reality. • Lead discussion of idea in terms of reality to enable students to validate and justify their own knowledge. • Organise activities so that students can extend the idea (use reflective strategies – being flexible, generalising, reversing, and changing parameters).
  13. 13. Reality Decimal match and order: using existing knowledge, money Decimals -Whole to part for measuring
  14. 14. Abstraction Decimals-whole to part, measurement
  15. 15. Mathematics Matching decimals Decimals-whole and parts (measurement)
  16. 16. Reflection Measurement-time Read, write and say large numbers, compare and order Decimals, whole to part
  17. 17. Changing mindsets Teacher 1 Beliefs Teacher 2 ‘One of the most powerful influences that Yumi has given my class and I, is that now when I say we are about to do maths, the children are excited. They know it’s not just pen and paper, that they will be manipulating objects, exploring and involved in some hand and body activity. My attitude to teaching maths has also changed and I relish the new ways I can explore it with the children. This by far, has made the whole experience particularly valuable for my classroom, practices and pedagogy.’
  18. 18. Links  Yumi on You tube Sharing summit 2013: reflections from Principals & teachers https://www.youtube.com/watch?v=6e0SRwknWQE • Chris Matthews: Culture and Mathematics http://www.qsa.qld.edu.au/3035.html  Maths Fun with Yumi- Teaching Angles https://www.youtube.com/watch?v=twbDN_8B2a8  Yumi pedagogy Professor Tom Cooper explaining the RAMR https://www.youtube.com/watch?v=9FAntCEMyjQ  Article Dr Bronwyn Ewing http://www.minnisjournals.com.au/educationtoday/article/YuMi-Deadly-Maths-Program--690  Yumi Deadly Maths Professional Learning http://www.teachlearnshare.gov.au/File/7ebe8916-bb8d-49c4-8cdb-a27b00c89f1e
  19. 19. Abstraction -body
  20. 20. Abstraction Body-Hand-mind
  21. 21. Abstraction student model
  22. 22. Abstraction- hand &mind

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