Scaffolding early Indigenous learners into the language of Mathematics

Robyn JORGENSEN; Huma Kanwal

Scaffolding early Indigenous learners into the language of Mathematics

Robyn JORGENSEN, Huma Kanwal

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

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 language	English
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
Pages	670-681
Number of pages	12
Volume	3
Publication status	Published - 2015
Event	The Eighth Mathematics Education and Society Conference - Portland, Portland, United States Duration: 21 Jun 2015 → 26 Jun 2015 https://sites.google.com/a/pdx.edu/mes8/

Conference

Conference	The Eighth Mathematics Education and Society Conference
Country/Territory	United States
City	Portland
Period	21/06/15 → 26/06/15
Internet address	https://sites.google.com/a/pdx.edu/mes8/

Access to Document

http://mescommunity.info/MES8ProceedingsVol3.pdf

Cite this

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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.",

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year = "2015",

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editor = "Swapna Mukhopadhyay and Brian Greer",

booktitle = "Proceedings of the Eighth Mathematics Education and Society Conference",

publisher = "Mathematics Education and Society",

note = "The Eighth Mathematics Education and Society Conference ; Conference date: 21-06-2015 Through 26-06-2015",

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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, Oregon, United States, 21/06/15. <http://mescommunity.info/MES8ProceedingsVol3.pdf>

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 Book › Conference contribution › peer-review

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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

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BT - Proceedings of the Eighth Mathematics Education and Society Conference

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PB - Mathematics Education and Society

CY - Portland

T2 - The Eighth Mathematics Education and Society Conference

Y2 - 21 June 2015 through 26 June 2015

ER -

Scaffolding early Indigenous learners into the language of Mathematics

Abstract

Conference

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