As part of a much larger study where spatial reasoning is the focus, this paper draws on the language aspects of this strand of the curriculum. The quarantined part of the project discussed in this presentation is based in remote Indigenous schools. We draw on the challenges of the concept of symmetry and where the language of instruction (and mathematics) is a foreign language. We pose questions of the nuanced, and often complex, language of spatial reasoning and the impact this has on the performance of Indigenous learners when applied to the enacted practices in school mathematics. We conclude by raising concerns and directions of the subsequent phases of the project.
|Title of host publication||Making Waves, Opening Spaces: Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia|
|Editors||Jodie Hunter, Lisa Darragh, Pam Perger|
|Place of Publication||Adelaide|
|Publisher||Mathematics Education Research Group of Australasia Inc.|
|Number of pages||8|
|Publication status||Published - 2018|
|Event||Making Waves, Opening spaces: 41st Annual Conference of the Mathematics Education Research Group of Australasia - Massey University , Albany, New Zealand|
Duration: 1 Jul 2018 → 5 Jul 2018
|Conference||Making Waves, Opening spaces: 41st Annual Conference of the Mathematics Education Research Group of Australasia|
|Abbreviated title||MERGA 41|
|Period||1/07/18 → 5/07/18|
Jorgensen, R., & Lowrie, T. (2018). Speaking Spatially: Implications for Remote Indigenous Learners. In J. Hunter, L. Darragh, & P. Perger (Eds.), Making Waves, Opening Spaces: Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia (pp. 439-446). Adelaide: Mathematics Education Research Group of Australasia Inc..