Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners

Robyn JORGENSEN

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

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.
Original languageEnglish
Title of host publicationMathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners
EditorsRoberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Nuria Planas, David Wagner
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Chapter12
Pages235-255
Number of pages21
ISBN (Electronic)9789463512121
ISBN (Print)9789463512107, 9789463512114
DOIs
Publication statusPublished - 1 Jan 2018

Publication series

NameMathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners

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Cite this

JORGENSEN, R. (2018). Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners (pp. 235-255). (Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners). Rotterdam, The Netherlands: Sense Publishers. https://doi.org/10.1163/9789004378735_012
JORGENSEN, Robyn. / Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners. Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. editor / Roberta Hunter ; Marta Civil ; Beth Herbel-Eisenmann ; Nuria Planas ; David Wagner. Rotterdam, The Netherlands : Sense Publishers, 2018. pp. 235-255 (Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners).
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JORGENSEN, R 2018, Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners. in R Hunter, M Civil, B Herbel-Eisenmann, N Planas & D Wagner (eds), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners, Sense Publishers, Rotterdam, The Netherlands, pp. 235-255. https://doi.org/10.1163/9789004378735_012

Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners. / JORGENSEN, Robyn.

Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. ed. / Roberta Hunter; Marta Civil; Beth Herbel-Eisenmann; Nuria Planas; David Wagner. Rotterdam, The Netherlands : Sense Publishers, 2018. p. 235-255 (Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners).

Research output: A Conference proceeding or a Chapter in BookChapter

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JORGENSEN R. Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners. In Hunter R, Civil M, Herbel-Eisenmann B, Planas N, Wagner D, editors, Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Rotterdam, The Netherlands: Sense Publishers. 2018. p. 235-255. (Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners). https://doi.org/10.1163/9789004378735_012