This chapter draws on findings from a national study that explores successful numeracy practices in remote and very remote contexts. While there have been many practices identified as contributing to success, this chapter draws on resources used by teachers to scaffold students' transition from home languages into Standard Australian English as they come to learn mathematics. This chapter provides some background into the issues and tensions in teaching mathematics in these settings, and then provides practical examples of the strategies used across schools in the study. Two elements of resources are discussed - human resources (as in the local Aboriginal people's role in scaffolding mathematical learning) and material/pedagogical resources. The participants' voices will be employed to provide insights into the rationale for such strategies.
|Title of host publication||Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners|
|Editors||Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Nuria Planas, David Wagner|
|Place of Publication||Rotterdam, The Netherlands|
|Number of pages||21|
|ISBN (Print)||9789463512107, 9789463512114|
|Publication status||Published - 1 Jan 2018|
|Name||Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners|