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AADES Conference 2008
Developing and supporting mathematics programs
for indigenous senior secondary students and their
teachers in remote communities.
Josie Roberts and Bev WilsonNTOEC Mathematics for Communities
In the beginning…
• Secondary correspondence school providing mathematics courses only for mainstream students in remote locations.
Along came the 90s• Student cohort expands to include indigenous students in remote
communities.
New beginnings• Various reviews of both indigenous education and secondary education
lead to recommendations for change.
Early days in the Numeracy Project
Motivating challenges
What are the learning outcomes?
Sorting and identifying patterns
Problem Solving
Measuring and Building
Practical Measurement
How much does this weigh?How big is a cubic metre?How much does this hold?
Written tasks can yield interesting results…
Dealing with Number Strand
Recognise numbers and apply place value knowledge
Order numbers; calculate sums
and differences
Say the numbers
Involving the Assistant teacher
Number Strand and the calculator
Working with larger numbers
Hands-on; effective alternatives to worksheets
Success smiles on effort?
A Practical Approach to Dealing with Fractions
Now try these…
Gaining Confidence
Learning to use spreadsheets
Aiming at comprehension
Gathering written evidence of student learning
Professional support and professional development
Learning on the job
Elements of Success• Ongoing cooperative and collaborative delivery of programs to remote schools
through IDL, contact visits, community residential schools and through the provision of a range of resources including suggested teaching activities.
• Provision of ongoing individualised professional support for delivery of mathematics programs in response to the needs identified in each community.
• NTOEC minimising the effects of high teacher turnover in communities through the provision of ongoing developmental mathematics programs for students ensuring students have access to opportunity to satisfy NTCE requirements.
• NTOEC teachers of mathematics for remote communities working together to capitalise on team expertise and experience.
• Active involvement of NTOEC teachers in professional learning opportunities in mathematics education at the local and (inter)national levels.