IN FOR THE COUNT
Improving mathematics outcomes with
Aboriginal and Torres Strait Islander
students
1NATSIEC 2015 Melbourn...
IN FOR THE COUNT
1. What’s the current
status?
2. What do we know and
what’s happening?
3. What about the future?
2
“All A...
Why do we need to do something?
3
0.
150.
300.
450.
600.
750.
2008 2010 2012 2014
Yr 3 Yr 5 Yr 7 Yr 9
Yr 3-9 NAPLAN Numera...
‘Closing the Gap’
Prime Minister’s report 2015
41. What’s the current status?
Why do we need to do something?
Maths.
51. What’s the current status?
Opens. Doors.
Footy trip
6
Three adults are travelling on a dirt track to a footy game when
their car breaks down.
They start walking ac...
5 ways or priorities
1. Culture, identity and confidence
2. Leadership
3. Transition
4. Investment
5. Quality teaching and...
Eco-system of relationships
8
Education Business
Community
Student
2. What do we know and what’s happening?
1. Culture, id...
9
– A student’s pride and wellbeing takes priority
– Teaching and learning must support and develop
cultural identity
– Sc...
5 ways: Leadership
Aboriginal &
Torres Strait
Islander
education
Mathematics
education
Skilful leadership means that Abori...
5 ways: Leadership cont.
Community
• leading the aspirations
• developing the cultural language.
• vision for leadership i...
5 ways:Transition
12
“Maths ready in a
stepped learning
environment during
transition steps”
Fear
CuriosityAction
2. What ...
- Leadership in schools must be fully engaged
with a committed effort
- This will include following up with students
when ...
5 ways: Investment
It’s not always the mighty dollar.
It also means investment in the local community, in
relationships, a...
5 ways: Quality teaching and learning
Culture and mathematics
152. What do we know and what’s happening?
- Learning that d...
• recognising relationships within different number concepts to make sense of, and represent numerically, a range of
commu...
5 ways: Quality teaching and learning
Culture and mathematics cont
Dr Chris Matthews, https://www.qcaa.qld.edu.au/download...
20
http://mic.aamt.edu.au 8ways.wikispaces.com
2. What do we know and what’s happening?
Story Sharing
Learning Maps
Non-ve...
Layer 1: professional learning that looks for
ideas to teach the next day
Layer 2: professional learning programs that
off...
22
Responsive
mathematics
pedagogy
Academically
responsive
Culturally
responsive
5 ways: Quality teaching and learning con...
5 ways: Quality teaching and learning cont
232. What do we know and what’s happening?
Some projects/initiatives
24
1. Koori students STEM camp*
- ATSIMA, NSW AECG, NSW DET
2. Garma Maths with Yirrkala*
3. Nat...
The growing STEM agenda
What
• STEM camps?
• Entrepreneurship and innovation early in the school curriculum?
253. What abo...
Contact us
Become a member of ATSIMA
26
www.atsimanational.ning.com
@ATSIMAAu | #ATSIMA
www.facebook.com/atsimalliance
Dr ...
Natsiec15_ATSIMA_presentation
Natsiec15_ATSIMA_presentation
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Natsiec15_ATSIMA_presentation

ATSIMA (Aboriginal & Torres Strait Islander Mathematics Alliance) presentation - In for the Count: 5 ways to Improving Maths Outcomes with Indigenous students - by Dr Chris Matthews and Caty Morris to the National Aboriginal and Torres Strait Islander Education Conference 2015, Melbourne
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Natsiec15_ATSIMA_presentation

  • 1. IN FOR THE COUNT Improving mathematics outcomes with Aboriginal and Torres Strait Islander students 1NATSIEC 2015 Melbourne Victoria Aboriginal and Torres Strait Islander Mathematics Alliance #atsima
  • 2. IN FOR THE COUNT 1. What’s the current status? 2. What do we know and what’s happening? 3. What about the future? 2 “All Aboriginal and Torres Strait Islander students will be successful in mathematics”
  • 3. Why do we need to do something? 3 0. 150. 300. 450. 600. 750. 2008 2010 2012 2014 Yr 3 Yr 5 Yr 7 Yr 9 Yr 3-9 NAPLAN Numeracy 2008-2014 Indigenous Non-Indigenous 1. What’s the current status?
  • 4. ‘Closing the Gap’ Prime Minister’s report 2015 41. What’s the current status?
  • 5. Why do we need to do something? Maths. 51. What’s the current status? Opens. Doors.
  • 6. Footy trip 6 Three adults are travelling on a dirt track to a footy game when their car breaks down. They start walking across a paddock to get to the main road. Two children on a motorbike come along and help them. The motorbike can only carry 1 Adult OR 2 children. How many trips will be needed for everyone to get to the main road? 2. What do we know and what’s happening? 2008, DECD SA, Interactive Numeracies: Maths situations in everyday Indigenous family and community life Contact: enquires@atsima.org
  • 7. 5 ways or priorities 1. Culture, identity and confidence 2. Leadership 3. Transition 4. Investment 5. Quality teaching and learning 72. What do we know and what’s happening? Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014
  • 8. Eco-system of relationships 8 Education Business Community Student 2. What do we know and what’s happening? 1. Culture, identity and confidence 2. Leadership 3. Transition 4. Investment 5. Quality teaching and learning
  • 9. 9 – A student’s pride and wellbeing takes priority – Teaching and learning must support and develop cultural identity – Schools need to validate different ways of learning – Educate teachers about Aboriginal and Torres Strait Islander mathematics and culture – Whole of student and whole of school approach 2. What do we know and what’s happening? 5 ways: Culture, identity and confidence “Our job is to…recognise mathematics in culture, celebrate and validate culture, and recognise culture as mathematical”
  • 10. 5 ways: Leadership Aboriginal & Torres Strait Islander education Mathematics education Skilful leadership means that Aboriginal and Torres Strait Islander students and employees experience cultural safety. 102. What do we know and what’s happening? We need lots more LEADERS working at the intersection of Aboriginal education and maths education!!!! Are you taking a lead in this? Are you able to take a lead? Are you able to help others to take a lead? enquiries@atsima.org
  • 11. 5 ways: Leadership cont. Community • leading the aspirations • developing the cultural language. • vision for leadership is set by Aboriginal and Torres Strait Islander people 11 2. What do we know and what’s happening? Business • safe spaces ”where we can be ourselves” • access to careers are supported • must lead investment in education internally and externally Schools • embeds cultural perspectives • lead change • relevant to context • gets kids ready for careers
  • 12. 5 ways:Transition 12 “Maths ready in a stepped learning environment during transition steps” Fear CuriosityAction 2. What do we know and what’s happening?
  • 13. - Leadership in schools must be fully engaged with a committed effort - This will include following up with students when they leave school - Students feel that they are being invested in 132. What do we know and what’s happening? 5 ways:Transition “We want the best for our students and ensure they succeed.”
  • 14. 5 ways: Investment It’s not always the mighty dollar. It also means investment in the local community, in relationships, and in generosity of spirit. It’s about building social capital in communities and creating business investment in education. 142. What do we know and what’s happening?
  • 15. 5 ways: Quality teaching and learning Culture and mathematics 152. What do we know and what’s happening? - Learning that does not divide mathematical systems into constituent parts that destroy relational meanings between them - Rather, it supports a dynamic interplay between culture and mathematics where the intersection of the two creates new thinking and knowledge - not just finding similarities and differences between them
  • 16. • recognising relationships within different number concepts to make sense of, and represent numerically, a range of community activities and social processes • using computational tools and strategies, and understanding and representing the thinking processes used to solve problems • identifying, describing, constructing, representing and predicting patterns and relationships when working with data, measuring and calculating. Learners relate these patterns and relationships to their everyday lives • demonstrating, recording and reporting on logical and critical thought processes by searching for and abstracting generational algebraic representations from patterns drawn from current social situations • employing everyday language and mathematical symbols to represent and communicate generalisations about mathematical situations and structures (eg calculating petrol costs per person and how many people will cover the costs) • analysing mathematical structures and using algebraic formulae to represent situations. Learners develop further the capacity to express themselves and to solve problems involving linear relationships. 16 5 ways: Quality teaching and learning cont Culture and mathematics 2. What do we know and what’s happening?
  • 17. 5 ways: Quality teaching and learning Culture and mathematics cont Dr Chris Matthews, https://www.qcaa.qld.edu.au/downloads/approach/indigenous_res_culture_and_maths.pdf 172. What do we know and what’s happening?
  • 18. 20 http://mic.aamt.edu.au 8ways.wikispaces.com 2. What do we know and what’s happening? Story Sharing Learning Maps Non-verbal Symbols & Images Community Links Deconstruct Reconstruct Non-Linear Land Links 5 ways: Quality teaching and learning cont 8ways – Orange Public School (2009-2013)
  • 19. Layer 1: professional learning that looks for ideas to teach the next day Layer 2: professional learning programs that offer packages 5 ways: Quality teaching and learning cont 21 Layer 3: professional learning that is about deep pedagogic change or shift, changes a teacher’s thinking. …requires quality professional learning 2. What do we know and what’s happening?
  • 20. 22 Responsive mathematics pedagogy Academically responsive Culturally responsive 5 ways: Quality teaching and learning cont 3 ways to catch a kangaroo 2. What do we know and what’s happening? Socially responsive
  • 21. 5 ways: Quality teaching and learning cont 232. What do we know and what’s happening?
  • 22. Some projects/initiatives 24 1. Koori students STEM camp* - ATSIMA, NSW AECG, NSW DET 2. Garma Maths with Yirrkala* 3. National Indigenous engineering summit* - http://conference.eng.unimelb.edu.au/national-indigenous-engineering-summit 4. CSIRO/BHP Indigenous STEM education program - PRIME Futures with Yumi Deadly Maths Centre - Plus 5 other STEM project -http://www.csiro.au/en/Education/Programs/Indigenous-STEM/About-Mathematics 5. Australian Maths and Science Partnership Program* - Excellence and equity in mathematics project with UniSA and AAMT http://xe.edu.au 6. Round table* *ATSIMA involved 2. What do we know and what’s happening?
  • 23. The growing STEM agenda What • STEM camps? • Entrepreneurship and innovation early in the school curriculum? 253. What about the future? How • Community – education – business eco-system driving STEM initiatives for Indigenous students? • 5 priorities: Culture, identity & confidence | Leadership | Transition | Investment | Quality teaching and learning Why • Because science, technology, engineering and maths can make a difference?
  • 24. Contact us Become a member of ATSIMA 26 www.atsimanational.ning.com @ATSIMAAu | #ATSIMA www.facebook.com/atsimalliance Dr Chris Matthews Caty Morris enquiries@atsima.org 3. What about the future? “All Aboriginal and Torres Strait Islander students will be successful in mathematics”