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Conclusion - Policy

To conclude my blog I will recap on the following points and mention the policy behind inclusion in the classroom. To begin with ethnomathematics is the cultural background people have of math. In the classroom there will be many different cultures from many different countries. There will also be many different cultures from the same countries and also, similar cultures from different countries. All in all what I am saying is that everyone is different and they will bring there own knowledge and understandings. As a teacher it is our responsibility to use different approaches that cater to all students learning needs. To best harness the ethnomathematical knowledge of ATSI students, it is wise to alter ones pedagogical approach to one of the 8 ways of learning. Also, to get the best from the community it is important to take a multifaceted approach to sharing knowledge in and outside the classroom. Melbourne Declaration on Educational Goals for Young Australians, is the federal do
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MATTSI - ATSI Teachers

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Hey guys, Today I would like to draw your attention to an initiative that has run in South Australia since 2014.  More Aboriginal and Torres Strait Islander Teachers Initiative (MATTSI) connected with University of South Australia to promote the excellence in mathematics for aspiring Aboriginal and Torres Straight Islander peoples looking for tertiary  studies that have mathematics as an underpinning prerequisite . The education minister pledged just under $800,000 to provide ATSI peoples with access to culturally sensitive and pedagogically appropriate teaching practices that have their best interests at the heart of their programs.  https://youtu.be/56ZwryMYJVM   After reading into the program I felt as though someone who attended or is attending the program would be an extremely powerful community member to bring into the classroom. Their story would be an inspiration that students would be able to connect with in a real world situation. Having a teaching background means th
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8 Ways of Learning

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Hey guys, Sorry for the late post this week. Today I am looking at Yunkaporta's 8 ways of learning. This is culturally driven pedagogy that is interconnected across the curriculum. Yunkaporta's approach enhances the engagement of aboriginal students and helps to create meaning to real world experiences. The 8 ways of learning are as follows; (8 aboriginal ways of learning, 2018) Using a mathematical lens to Analise possible uses in the classroom a whole new world of opportunities arise. Not only for Aboriginal students but all within the classroom. To begin with students are able to connect with each other on stories about there use of specfic mathematics. For example if you were looking at trajectory, students would be able to share knowledge of times they have thrown or seen objects thrown. Different approaches to visualization would also be an extremely practical way to approach learning new concepts wi thin math.  Personal Reflection I believe that when I was
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Ethnomathimatical Constructs

Ethnomathimatical Constructs Review Today I will be looking at the article ' Working together to enhance Australian Aboriginal students’ mathematics learning'. This article is based on seven ethnomathimaticle constructs:  social justice; empowerment; engagement; reconciliation; self-determination; connectedness; and relevance. The beginning of this article focuses on the barriers that effect indigenous Australians such as; living in remote regions, low socio-econmic, poor health and adaption to cross-cultural educational based expectation. Although the government, teachers and the broader community are aware of these barriers, the question remains; Why can these students not achieve the overall state averages? Schwab & Sutherland (2001) argue that aboriginal education and educating aboriginal students are misconceived regularly leading to the incorrect approach to mathematical education. Furthermore they put the owness for student success on the teacher and there r
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Welcome

Hello everyone, I am going to be looking at the connection between Aboriginal and Torres Straight Islander students in Eastern Adelaide schools and how the current ethnomathematical theories and discourse relate to the standards of which we teach mathematics in school. To begin with though lets disect the terminology of Ethnomathematics. Ethnomathematics can be defined as, ' The relationship between culture and mathematics'.  Etho: " all of the ingredients that make up the cultural identity of a group: language, codes, values, jargon, beliefs, food and dress, habits, and physical traits." Mathematics:   "broad view of mathematics which includes ci hering, arithmetic, classifying, ordering, inferring, and modeling" (d'Ambrosio 2001). When I intially heard the term ethnomathematics it made me feel for some reason as thoughn I was bordering on a politically incorrect terminology for teaching students who were not born in Australia. After doing s
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