Language, culture and access to mathematics: a case of one remote Aboriginal community

Robyn JORGENSEN

Research output: Contribution to journalArticle

5 Citations (Scopus)
6 Downloads (Pure)

Abstract

For many students, coming to learn mathematics is as much about the pedagogical relay through which concepts are conveyed as it is about the mathematics per se. This relay comprises social, cultural and linguistic norms as well as the mathematical discourse. In this study, I outline the practices of one remote school and how the teaching practices scaffold Indigenous learners whose home language is different from the language of instruction (Standard Australian English) as they come to learn mathematics. Through various strategies, teachers have created positive learning environments that celebrate the home languages of the students while supporting the transition into Standard Australian English and the discourse of mathematics.
Original languageEnglish
Pages (from-to)313-325
Number of pages13
JournalIntercultural Education
Volume26
Issue number4
DOIs
Publication statusPublished - 2015

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mathematics
language
community
language of instruction
discourse
teaching practice
learning environment
student
linguistics
teacher
school

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Language, culture and access to mathematics: a case of one remote Aboriginal community. / JORGENSEN, Robyn.

In: Intercultural Education, Vol. 26, No. 4, 2015, p. 313-325.

Research output: Contribution to journalArticle

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