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 document that teachers must adhere to when working in Australia. The number one goal on this document is to provide students with an equitable access to education. At a finer point the document states,
'that schools build on local cultural knowledge and experience of Indigenous students as a foundation for learning, and work in partnership with local communities on all aspects of the schooling process, including to promote high expectations for the learning outcomes of Indigenous students.' (MCEETYA, 2008)
Now being empowered by the knowledge of ethnomathematics, the importance of acknowledging prior leanings through culture, the appropriate pedagogy to work with students of different ethnicity and not the necessity to provide equitable opportunity. I feel that my role as a math teacher has gone from one that involves providing engaging access to learning, to providing life changing and scientifically supported change to our wider community.
Reference
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 document that teachers must adhere to when working in Australia. The number one goal on this document is to provide students with an equitable access to education. At a finer point the document states,
'that schools build on local cultural knowledge and experience of Indigenous students as a foundation for learning, and work in partnership with local communities on all aspects of the schooling process, including to promote high expectations for the learning outcomes of Indigenous students.' (MCEETYA, 2008)
Now being empowered by the knowledge of ethnomathematics, the importance of acknowledging prior leanings through culture, the appropriate pedagogy to work with students of different ethnicity and not the necessity to provide equitable opportunity. I feel that my role as a math teacher has gone from one that involves providing engaging access to learning, to providing life changing and scientifically supported change to our wider community.
Reference
- Australia. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians.
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