Getting Indigenous Student Ready for Mathematics Classes

Monash University and Healesville Primary School

Program rationale

Some students are too far behind for the teacher to catch them up

Classrooms are complex and the cognitive load is usually too much for students who are behind to know what to focus on

Classrooms are social spaces and students want to feel that they can cope

Performance avoidance and other issues prevent students from contributing to class discussions

Program Goal

The Getting Ready In Numeracy (GRIN) program aims to prepare students for their next mathematics class

The program

A tutor works with a small group of students prior to their class to prepare them for their subsequent mathematics classroom experiences

The Intervention

In the 15 minute intervention the tutor:

Recaps the previous lesson

Isolates the key language and resources for the upcoming mathematics lesson

Promotes positive student behavior for the mathematics classroom

Does NOT teach the lesson content

GRIN and Make It Count

As part of the Make It Count initiative the Healesville Cluster implemented the GRIN program

The Healesville context

60km North-East of Melbourne

Population 7,000

10% Aboriginal or Torres Strait Islander

Sawmilling, tourism and viticulture

Mixed socio-economic area

Home of the Coranderrk Aboriginal Mission 1863-1924

GRIN in the Healesville Cluster

Two primary schools: Badger Creek and Healesville

Small groups of 2-3 students

2-3 groups at each school

Tutors are existing Teacher’s Aides and members of the community

Groups consist of both Indigenous and non-Indigenous students

Grades 1,2 and 3

GRIN in the Healesville Cluster

Induction for teachers and tutors

Teacher meets with tutor weekly to provide a plan, supported by daily interactions

Students meet with the tutor 4-5 times per week, usually in the morning for 15 minutes

Responses from teachers

Teachers noted benefits for the participation of students, their confidence and their engagement:

‘…with the GRIN…it allows him to take it slower and he can actually concentrate more and hear what's being said. So, in class, instead of shutting down … because he just misses it, he's able to participate.’

Teachers even commented on ways that the program assists them to direct their own teaching. Because they feel accountable to the tutor.

Responses from tutors

‘It’s like the children get a sneak preview of each day’s maths activity …I just think it’s great that the kids have the opportunity in the G.R.I.N. program to actually meet all the maths they were doing in the classroom, because the more one to one and the more opportunities to explore those maths concepts the better chance they have of gaining those essential skills’

Tutors commented on the importance of relationship building and how they felt GRIN supported students:

Some quantitative data

NAPLAN 2012

Two students sat the NAPLAN exam

Both students performed below the state average in the literacy areas

One student performed at state level for Numeracy

Her teacher commented:

‘…she is doing well on all of her maths topics tests. She really benefits from a bit of extra help. It just shows that this type of tutoring really works for her.’