EXCELLENCE & EQUITY IN MATHS,STEM AND HIGHER EDUCATION

Evidence, Practice and Reform

Mark Tranthim-Fryer, XE Project Manager

Professor Peter Buckskin, Project Directorwww.xe.edu.au/atsima16

Value Our Education, Value Our Future: Transforming Mathematics Education2nd National Aboriginal and Torres Strait Islander Mathematics Conference

ATSIMA16 Workshop• National Aboriginal & Torres Strait Islander

education partnerships

• Excellence & Equity in Maths [xe]

• STEM and Indigenous education evidence to date

• Higher education and school initiatives

• 2017 advocacy and influence

This ground-breaking project will increase the number of our people with the capability and aspirations to undertake tertiary study in disciplines underpinned by Mathematics. Professor Peter Buckskin

[xe] Project Director

We know that at the heart of quality teaching of students in mathematics are the professional judgements about teaching and learning; judgements based on teachers’ knowledge, experience and evidence in relation to pedagogy, their students, and mathematics.

Dr Chris MatthewsApplied mathematician &Chair, Aboriginal & TorresStrait Islander MathematicsAlliance (ATSIMA)[xe] reference group

As educators it is important that we recognise the rich and dynamic culture of Aboriginal and Torres Strait Islander students and ensure that the construction of mathematics does not devalue it.

Dr Grace SarraSenior Lecturer,Queensland University of Technology[xe] reference group

The Gunditjmara people of south-western Victoria ran a sophisticated aquaculture enterprise involving extensive and ingenious civil engineering works.

Associate ProfessorRowena BallApplied mathematician andphysical chemist,Australian NationalUniversity[xe] reference group

XE AIMS TO

• Improve indigenous school student participation in and achievement in mathematics and numeracy education.

• Increase the number of Indigenous young people with the aspirations and capability to undertake tertiary study in Science, Technology, Engineering and Mathematics (STEM)

XE PARTNERS & SUPPORTERS

[xe] project schools & universities

XE STRATEGIES

1. National review of professional practices, resources and programs

2. Series of school cluster and university pilot studies

3. Consultation with students, Indigenous educators, STEM educators

4. Publish findings to a national Mathematics portal (from 2016)

5. Presentations of findings and resources at education events

6. Evaluation and data collection to measure project progress

7. Engagement with Chief Scientist and other AMSPP projects

Average total enrolment of Indigenous higher education studentsby field of study compared to total enrolments (2011-14)

STEM-related fields of study

Other fields of studyBehrendt Review, 2012

Title• content

*Includes natural and physical sciences; IT; and engineering and related technologies, Bachelor and postgraduate by coursework students.Source: Department of Education and Training: Higher Education Statistics

Figure 1: Achievement of Year 9 Students in Numeracy, 2015 (% of total)

*National minimum standard – 48% of Indigenous students achieved above the minimum standard

HIGHER EDUCATION CASE STUDIES

1. CSIRO ASSETS Year 10 summer schools

2. Charles Darwin University whole of community engagement

3. Curtin University Indgenous Australian Engineering Summer School

4. University College SA STEM pathways

5. University of Newcastle school engagement programs

6. University of Western Sydney school engagement programs

Strengthening Indigenous Participation and Practice in STEM, UniSA, 2016

www.unisa.edu.au/IT-Engineering-and-the-Environment/student-services/Community-Service-Learning-Project/ICES/indigenous-content-in-education-symposium

www.newcastle.edu.au/about-uon/our-university/indigenous-collaboration/the-wollotuka-institute/history-of-wollotukar

www.nuragili.unsw.edu.au/indigenous-astronomy

• Clusters in metropolitan and regional locations• Junior secondary focus; students with potential for

‘higher level’ maths courses• Co-designed with schools• Engage with students, parents and community, and staff

(mathematics teachers, others with role in supportingIndigenous students, school and community leaders)

XE PROJECT – SCHOOLS COMPONENT

MAKE IT COUNT: MATHS AND INDIGENOUS LEARNERSMake It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education.

It is a teaching and learning resource, and a professional learning tool.

Make It Count is about a way of thinking – and a way of doing.http://mic.aamt.edu.au/

XE STRATEGIES

An online portal for teachers (F–12), mathematics leaders, and others.

To provide educators with quality professional learning materials and related classroom resources.

[xe] resources to be hosted on Dimensions on conclusion of the project.

AAMT DIMENSIONS PORTAL

1. National approach to STEM learning for Indigenous studentsRecognition of Indigenous knowledge in curriculumCompilation of effective STEM programs and practices

2. Programs for better Indigenous student learning in STEMTransitions between school-university and education-workIndustry engagement to place Indigenous students in the workforceTargeted student support structures in higher education

3. Staff professional development in STEM and Indigenous studentsCulturally responsive teaching in schools and universitiesIndigenous student engagement with scientific thinking and practices

INTERNATIONAL FINDINGS

www.acola.org.au/PDF/SAF02Consultants/SAF02_STEM_%20FINAL.pdf

STEM MYTHS

1. Science, maths, engineering – that’s whitefeller business2. Aboriginal people are not good at maths and science3. Science and engineering are purely Western constructs4. STEM alienates Indigenous students from their culture5. Science is opposed to traditional ways of knowledge

Vital and ongoing engagement with all fields of STEM research is a crucial element in the empowerment and advancement of Indigenous Australia

Associate Professor Rowena Ball, 2015 STEM the gap Australian Quarterly

www.aips.net.au/aq-magazine/2015-special-indigenous-edition-science-belongs-to-us-mob-too/

Governments across Australia have agreed to take urgent action to close the gap between the life outcomes of Aboriginal and Torres Strait Islander people and other Australians.

National Indigenous Reform Agreementhttps://www.coag.gov.au/node/145

5. TRANSITION POINTS INCLUDING PATHWAYS TO POST-SCHOOL OPTIONS

Aboriginal and Torres Strait Islander children and young people are supported at critical stages of their education to improve engagement, retention and attainment and develop the skills to participate fully in schooling, society and work.

www.scseec.edu.au/EC-Reports-and-Publications.aspx

INDIGENOUS STUDENT SUCCESS PROGRAM

Higher education supplementary funding $70m pa

Commonwealth Scholarships Programme, Indigenous Support Programme and tutorial assistance will be combined into a single flexible program

Endorsed by NATSIHEC

www.chiefscientist.gov.au/wp-content/uploads/STEM_AustraliasFuture_Sept2014_Web.pdf

1. Increasing student STEM ability, engagement, participation and aspiration

2. Increasing teacher capacity and STEM teaching quality

3. Supporting STEM education opportunities within school systems

4. Facilitating effective partnerships with tertiary education providers, business and industry

5. Building a strong evidence base

5 areas of action

www.educationcouncil.edu.au

ATSIMA14 5 WAYS FORWARD

1. Culture and identity2. Leadership3. Transition4. Investment5. Quality teaching

What the messages?

Excellence and Equity in Maths is funded by the Australian Governmentthrough the Australian Maths and Science Partnerships Program (AMSPP).

www.xe.edu.au/atsima16stem@xe.edu.au