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 rights of social justice, demanding they create a 'repertoire of teaching strategies in order to engage and empower Aboriginal students within a diversity of learning contexts' (Schwab & Sutherland 2001). One such strategy is the discussion and networking of school/teacher with the community of aboriginal students. This engagement provide shared knowledge on the history of ethnomathimatical culture as well as empowerment of students connection to meaning within the real world and classroom (Matthews, Howard, & Perry 2003). By reconciling views on mathematics the relevance of learning becomes clear, concise and applicable to cultural needs. Students who have clear goals and are engaged through real world connections are more self-determined and intrinsically motivated than those who are not (Matthews, Howard, & Perry 2003).
Personal Reflection
Regardless of the barriers I feel it as a personal responsibility to inform myself on the appropriate pedagogical approaches to teaching math to ATSI students. The importance on relevance and connection to community seem to be the foundation for engagement which in turn empowers students. To further my understanding I think that learning the ways in which aboriginal communities use math and pass it from one to another would be extremely beneficial. Also finding ways in which to invite and engage more members from the community with the classroom could be of great benefit to all students, not just Aboriginal and Torres Straight Islanders. My next post will be looking at the 8 aboriginal ways of learning.Thanks for reading guys.
Eddie
- Matthews, S., Howard, P., & Perry, B. (2003). Working together to enhance Australian Aboriginal students’ mathematics learning. Mathematics education research: Innovation, networking opportunity, 9-28.
- Schwab RG and Sutherland D 2001. Building Indigenous Learning Communities. Discussion Paper for Centre for Aboriginal Economic Policy Research, Australian National University, Canberra.
Hi Eddie,
ReplyDeleteI refer to Yunkaporta's 8 Ways of Learning regularly as they tie in so logically and practically with the general curriculum. I especially value the idea of inviting ATSI community members in to work with students - this is of much more benefit than just the mathematics being taught. Interesting work!
Beth (s271615)
Hi Eddie, I love your reflection on this reading and I too believe that it would be beneficial to learn about how people in communities use maths and pass it on from one to another. When I try to envisage the maths and real world problems that could be found in remote communities, I am transferred to the You Tube series "Bush Mechanics" :) Have you seen it? Ha ha, they certainly are great problem solvers out in the bush and are very resourceful too! I would be really interested in knowing some of the ways that you plan to invite and engage more members of the community. Are you referring to asking for special guest speakers to come to the classroom, to give demonstrations/presentations etc... or are you thinking that students would leave the classroom and go out into the community to learn?
ReplyDeleteThanks for the read,
Carolyn Smith
s224379
Eddie, thank you for such an insightful post. I love how you have stated some of the barriers that impact indigenous Australians and highlight that although most people are aware of them, what is going wrong within education? I think that this is an important topic to address, as it seems to be a common question that many have. Through working in various schools with a high percentage of indigenous children, I can positively say that may students fall through the gaps due to many reasons. Sadly, if they slipped through the gap once, it will take a long time to catch up to where they should be.
ReplyDeleteYour personal reflections allows me to gain a greater understanding into your understanding about culture and community and the importance of this. I strongly believe that inviting others into the classroom can play a positive role in the classroom, however in some circumstances the 'shame' factor can come into play, often resulting in children being 'shame' and performing less efficiently. What are your thoughts on this?
I look forward to your next post about 8 aboriginal ways of learning.
Hey guys
ReplyDeleteSorry for the late reply, I have been bogged down with assignments!!! I have not watched the series although it sounds interesting and I'll add it to the list for holiday watching. I believe that engaging with the community can work in both ways. Bringing guest speakers in for students to gain a greater in-depth knowledge of their community members. Also students visiting the wider community and sharing their learning. Taking a see one, do one, teach one approach. By access people within the community students will expand their knowledge, hopefully be challenged and adapt their own views and understanding of the mathematical world.
Great question about the 'shame' factor of performing below standard. I believe this can be challenged in a relationship manner. Positive psychology work with knowing ones character strengths. Their philosophy is to know what you are good at helps you to build on that which you are not. It is fine to not be the best at things as long as you challenge yourself to improve. Those with good mental health are able to face challenges and progress through the 'learning pit' or 'stretch zone' easier than those who do not. So to address circumstances of 'shame' I would take a whole class approach to positive psychology and build a supportive class/community cultural.
I don't have a direct reference for this information although I worked with Angela Fualkenberg (head of SAPPA) who gave many speeches on positive psychology at staff meetings, pupil free days etc.