Make It Count: Connecting Mathematics with Aboriginal CultureBrad Jarro Kate Naughtin Dr. Chris Matthews

Rationale

Effective teaching of mathematics ensures that students are able to connect, be engaged and build on what students know from their experiences (Sullivan, 2011)

Aboriginal and Torres Strait Islander students need opportunities to see where their Aboriginality and mathematics come together (Matthews & Morris, 2011)

The mathematics curriculum should build on aspects of traditional culture and utilize contexts (Stanton, 1994)

Implementation

In 2010, the Nerang Cluster held a culture and mathematics camp to build and connect both maths and Cultural Identity in Indigenous students. Many Aboriginal and Torres Strait Islander Elders, leaders and other role models (Dr Chris Matthews) played a significant role in the camp.

In 2012, with the support of Chris Matthews and the work of the Nerang cluster, the Healesville Cluster ran a Big Day Out at Worawa Aboriginal College where students participated in a day to integrate cultural activities and mathematics.

The Context – Nerang Cluster

• 4 schools from the Gold Coast (Nerang) and 1 from Ipswich (west of Brisbane)

• Schools invovled are;• William Duncan State School• Nerang State Primary School• Gilston State Primary School• St Peter Claver College• Nerang State High School

• Each school has different numbers of Indigenous students – St Peter Claver College has 60 out of 1000 who identify as either Aboriginal or Torres Strait Islander

• Mixed socio-economic areas

Nerang Cluster

Project in Review:

Major events included;

2009 – Cultural Awareness Training for all staff in each school and some staff trained in First Steps Mathematics

2010 – Maths and Culture Camp at Gold Coast

2011 – Maths day at the Gold Coast Titans Centre of Excellence

2012 – PD Conference for all Maths Teachers at the Gold Coast which included keynote speakers, workshops and social activities for staff

Nerang Cluster – Maths and Culture Camp

3 Day Camp which involved students from all schools within the Cluster from Years 3 to 9

Elders, Role Models, Community Members and School Staff all involved in the Camp

Mixture of Cultural, Maths and Outdoor Activities Cultural and Maths activities included; Dance / Algebra Activity – Gunyah making – measurement and angles Maths trail at the Currumbin Wildlife Sanctuary – Various Cultural Activities – yarning with Elders, Art,

Boomerang throwing, Didge playing

Nerang Camp – Maths and Culture Camp

Preparation for the camp was quite involved

Our Cluster employed the services of a Community Liaison worker who organised most of the camp.

It involved numerous meetings with staff from each school

Consultation with Elders, Chris and other community members

The Context - Healesville

60km North-East of Melbourne

Population 7,000

10% Aboriginal or Torres Strait Islander

Two primary schools: Badger Creek and Healesville

Two high schools: Healesville High School, Worawa Aboriginal College

Local Employment is sourced from: Sawmilling, tourism and viticulture

Mixed socio-economic area

Make It Count - Healesville Cluster

Project in review:

Maths PL for teachers

Cultural awareness training at Monash University and Worawa Aboriginal College

Funding for maths resources, intervention programs such as GRIN and QuickSmart Numeracy

Big Day Out excursion

Teacher reflection PL

Big Day Out - Goals

To engage students in a day of cultural activities and maths

To give students an opportunity to explore mathematics and its relationship to cultural activities

Professional Learning for teachers to see in action new ways in context

To bring local elders, members of the community, teachers and students together, building on those relationships

The Big Day Out - Organisation

60 students rotated in groups of 15 accompanied by 3-4 teachers

Each activity ran for 40 minutes

Students completed an evaluation form at the end of the day, will have a day of reflection late October

Two local elders and another local Aboriginal community member were involved on the day

All instructors were supported by a teacher

Big Day Out - Preparation

Cultural awareness training

Maths Professional Development on Context-based learning

Meeting with local elders

Devising activities with Chris Matthews, local elders and staff at Worawa college

Next steps: Teacher’s will participate in a reflection day to record significant episodes from the day out

Big Day Out – ActivitiesMaths in nature using iPADs

Big Day Out – Activities Maths in basket weaving and building a humpy

Big Day Out – ActivitiesMaths in art

Big Day Out – ActivitiesMaths in sport

Big Day Out - Reflection

One teacher commented that it was the first time all year that one of her students had completed a task: “I was thrilled to see (student) completing all the day’s activities. He is a shy student who lacks confidence in class discussions but at the Big Day Out he went and introduced himself to other Aboriginal people and had a huge smile on his face all day.”