This paper derives from a large project that explores successful practices in the teaching of mathematics in remote and very remote Indigenous communities in Australia. The focus of this paper is from one case study where the community speaks a shared language – Kriol - across a large region while also trying to preserve its own languages. The school has adopted a number of strategic practices to help young learners gain access to mathematics through both the language and concepts of mathematics. As students progress through the school, scaffolds are removed and the induction into Standard Australian English is facilitated.
|Title of host publication||Proceedings of the Eighth Mathematics Education and Society Conference|
|Editors||Swapna Mukhopadhyay, Brian Greer|
|Place of Publication||Portland|
|Publisher||Mathematics Education and Society|
|Number of pages||12|
|Publication status||Published - 2015|
|Event||The Eighth Mathematics Education and Society Conference - Portland, Portland, United States|
Duration: 21 Jun 2015 → …
|Conference||The Eighth Mathematics Education and Society Conference|
|Period||21/06/15 → …|
JORGENSEN, R., & Kanwal, H. (2015). Scaffolding early Indigenous learners into the language of Mathematics. In S. Mukhopadhyay, & B. Greer (Eds.), Proceedings of the Eighth Mathematics Education and Society Conference (Vol. 3, pp. 670-681). Portland: Mathematics Education and Society.