Scaffolding early Indigenous learners into the language of Mathematics

Robyn JORGENSEN, Huma Kanwal

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    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.
    Original languageEnglish
    Title of host publicationProceedings of the Eighth Mathematics Education and Society Conference
    EditorsSwapna Mukhopadhyay, Brian Greer
    Place of PublicationPortland
    PublisherMathematics Education and Society
    Pages670-681
    Number of pages12
    Volume3
    Publication statusPublished - 2015
    EventThe Eighth Mathematics Education and Society Conference - Portland, Portland, United States
    Duration: 21 Jun 2015 → …

    Conference

    ConferenceThe Eighth Mathematics Education and Society Conference
    CountryUnited States
    CityPortland
    Period21/06/15 → …

    Fingerprint

    mathematics
    language
    induction
    school
    community
    Teaching
    student

    Cite this

    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.
    JORGENSEN, Robyn ; Kanwal, Huma. / Scaffolding early Indigenous learners into the language of Mathematics. Proceedings of the Eighth Mathematics Education and Society Conference. editor / Swapna Mukhopadhyay ; Brian Greer. Vol. 3 Portland : Mathematics Education and Society, 2015. pp. 670-681
    @inproceedings{b7fbb795bfd44904a242535a5dac3f12,
    title = "Scaffolding early Indigenous learners into the language of Mathematics",
    abstract = "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.",
    keywords = "Mathematics Education, remote numeracy, case study",
    author = "Robyn JORGENSEN and Huma Kanwal",
    year = "2015",
    language = "English",
    volume = "3",
    pages = "670--681",
    editor = "Swapna Mukhopadhyay and Brian Greer",
    booktitle = "Proceedings of the Eighth Mathematics Education and Society Conference",
    publisher = "Mathematics Education and Society",

    }

    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, Mathematics Education and Society, Portland, pp. 670-681, The Eighth Mathematics Education and Society Conference, Portland, United States, 21/06/15.

    Scaffolding early Indigenous learners into the language of Mathematics. / JORGENSEN, Robyn; Kanwal, Huma.

    Proceedings of the Eighth Mathematics Education and Society Conference. ed. / Swapna Mukhopadhyay; Brian Greer. Vol. 3 Portland : Mathematics Education and Society, 2015. p. 670-681.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    TY - GEN

    T1 - Scaffolding early Indigenous learners into the language of Mathematics

    AU - JORGENSEN, Robyn

    AU - Kanwal, Huma

    PY - 2015

    Y1 - 2015

    N2 - 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.

    AB - 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.

    KW - Mathematics Education

    KW - remote numeracy

    KW - case study

    M3 - Conference contribution

    VL - 3

    SP - 670

    EP - 681

    BT - Proceedings of the Eighth Mathematics Education and Society Conference

    A2 - Mukhopadhyay, Swapna

    A2 - Greer, Brian

    PB - Mathematics Education and Society

    CY - Portland

    ER -

    JORGENSEN R, Kanwal H. Scaffolding early Indigenous learners into the language of Mathematics. In Mukhopadhyay S, Greer B, editors, Proceedings of the Eighth Mathematics Education and Society Conference. Vol. 3. Portland: Mathematics Education and Society. 2015. p. 670-681