Numeracy, mathematics and urban Indigenous

learners

Background issues

Indigenous children in Australian schools could be regarded as ESL (English as Second Language) learners. For some of them, the language spoken at home is an Aboriginal dialect or ‘Aboriginal English’, a type of ‘kriol’ language, or a mixture of English and a local dialect.

The local contextThe Swan Valley Cluster Swan View Primary School

72 Indigenous students K-7 (17%) Moorditj Noongar Community

College 93 Indigenous students K-7 (100%)

CRMPCulturally Responsive

Mathematics Pedagogies Are these necessarily different

from ‘sound mathematics pedagogies’?

Is it not a question of ‘what are good pedagogies to use with indigenous children?’ . . . And that these are reinforced by mathematical content knowledge.

or is it … First, respond to, empathise and

connect with the child and his/her culture and then …

Use the appropriate pedagogies and strategies to teach the mathematics

needed.

Initial focus points1. Practice of ‘culturally sensitive’ and

‘culturally aware’ teachers2. Knowledge and practice of teachers,

Education Assistants (EAs) and Aboriginal & Islander Education Officers (AIEOs) as part of ‘professional learning communities’

3. Provision of resources for learning

Two ‘interventions’ Swan View Primary School

Cluster all Indigenous children in four classes taught by ‘culturally sensitive’ teachers

Cluster wide professional learningFirst Steps in Maths for teachers, EAs and AIEOsUsing mathematics learning sequencesEAs and AIEOs devise intervention plans Resource-making workshops

Effective teachers?Criteria for identifying

‘effective’ teachers of Indigenous children.

Treat as individuals – no ‘blanket rule for all’ whether they are Indigenous or not.

Non-threatening to children Aware of impoverishment of children Do not blame children for their

impoverishment

With this is mind Swan View PS trialled the following class

structures. Year 2/3/4 Indigenous

students. Year 5/6 class

(13 Aboriginal, 10 Non Aboriginal)

Year 6/7 cluster Year K/PP/1 cluster

Teachers collaborated with GIRN to improve their Mathematics understanding and cater to the

Indigenous students Mathematical needs.

Practice of ‘culturally sensitive’ and ‘culturally aware’ teachers

What do they do that works best with Indigenous children?

Build relationships through empathy and connection

Display cultural sensitivity and awareness

Provide support mechanisms Provide clear goals and

expectations

Build relationships through empathy and connection

The key thing is that you’ve got to have empathy with them. You’ve got to trust them, then they’ll want to come and talk to you and then you’re half way there. If you don’t have that, then it’s “I’m not interested, see you later”. It’s a critical thing—be open, let them talk to you, talk back with them. (Dan, Teacher)

Knowledge and practice of teachers, Education Assistants (EAs) and Aboriginal & Islander Education Officers (AIEOs) as part of ‘professional learning communities’

Effect of professional learning Improved levels of confidence Development of a team approach Improved content knowledge Improved engagement with children

Improved content knowledge

Basically, we’re the children aren’t we? We’ve had to go back and re-learn, and a lot of the procedures we learned [in the P/learning] have really helped, so when I see the teacher do it on the board, I think that’s the way for them to do it - you’re understanding it better; it’s breaking it right down. (Rose, EA)

Teaching practicesTeacher questionnaire

identified these: Identify individual weaknesses

and plan for teaching based on learning sequences.

Revise, re-teach, and use continuous reinforcement of key ideas to account for short attention span

Use oral discussions and drawing to communicate ideas

Use game playing to teach key concepts

Use rhyme, rhythm and movement in real life contexts

. . . and . . . Use hands-on resources and manipulatives Use natural resources such as sea shells

and familiar resources such as dice and cards

Clustering Indigenous students in four classes with supportive peers

Supportive learning environment to gain children’s confidence

Indigenous peer tutoring Strategies to attain regular attendance

from Indigenous students

Understanding decimals using play dough

Focus: Moving from additive thinking to multiplicative thinking

Moving from additive thinking to multiplicative thinking with a focus on

mathematical language

Focus: Understanding and solving division algorithms

Partitioning to calculate

Contextualising maths Cooking Planning meals Literacy with recipes Shopping Measurement – time Fractions – quantities Games – manipulation of materials . . . but the even bigger spin off

is . . .

Contextualising maths

Social capital of the sharing of the food

Opportunity for yarning Connecting with others

V-Swans

Nic Nat (Mr Natanui) visits Swan View Primary School

V-Swans More than just about playing football Skills one week; in-class work the next Contextualising maths in sport Visited Swan Districts Football Club ABC video recorded one session

....the big gains have been about ....

V-Swans Healthy lifestyles –

good diet, exercise, goal setting, drug free

Building resilience Role models Belonging to a club –

community An education can give one

involvement in other aspects of the game of football.

Role models V-Swans Program Indigenous parents engaging in fund

raising, assemblies, Noongar Club,

Generation OneInvolvement in national competition - choir performing and singing

Generation OneThere is clearly a mood for change - a

movement for good people across Australia who understand we will never end the disparity between Indigenous and non-Indigenous Australians unless there is education that prepares you for life, training specific for guaranteed jobs, mentoring that gets results and employment that lasts.

(Generation One website)

Generation One Based on Noongar Club – Pat Kelly (elder) is

working with children on performance ‘Rap’ theme song is produced by children Inclusive as it involves non-Indigenous

children

... giving children a purpose and a motivation for coming to school

More Engagement Extension of the cultural empathy – class

with dedicated teacher set up for Indigenous children ‘at risk’

More parents engaging with the school because teacher does ‘blackfella things’ (damper, campfire etc.)

Until 2 years ago, no Indigenous children in Kindergarten classes.

Expanding the learning

Evidence of success Wider teacher support base

Indigenous cultural interests Bush tucker garden Music, performance, drama

The word gets around! Since 2007, Indigenous children have

increased by over three times

Anecdotal evidence “Troy told (my daughter) that he was

related to both Anton and Holly in some way and that he was happy to be in the same class as them, as this made him feel safe”

“(parent) came into my classroom, shook my hand and thanked me for teaching Shania and making her happier about school”

Anecdotal evidence “The school’s commitment to Aboriginal students

and dealing with behavioural issues is excellent”. “I am always made to feel welcome in talking

openly with staff about any issues I have with my children and have received assistance in areas above and beyond the role of just a school”

“My decision to stay within the area is due to this primary school”

Attendance Data‘Long-term enrolled’ Indigenous

students at Swan View Primary. Proportion who attended 90% or better of possible days.

2009 – 39%2010 – 45%2011 – 60% 2012 – 72%

NAPLANImprovement is evident at all

year levels Almost all of the Indigenous children

whose Naplan levels have improved or have maintained a level ‘at benchmark’ or ‘above benchmark’ have attended 90% or more of possible days.

Student attitudesThis is how I feel when I ...Do maths with my teacher Play games in maths Do maths in a group Use dice, counters and other

things

Why is it working? The ‘carrots’ have not been

gimmicky – they have been

substantial Good teaching Compassion Empathy Caring Connectedness