Abstract
Effective mathematics teaching for Indigenous language speaking students, currently the lowest achieving group in Australia, needs to be based on fair expectations of both students and teachers. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught.
Original language | English |
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Title of host publication | Mathematics Education |
Subtitle of host publication | Yesterday, Today and Tomorrow: Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (MERGA) |
Editors | V Steinle, L Ball, C Bardini |
Place of Publication | Melbourne, Australia |
Publisher | Mathematics Education Research Group of Australasia |
Pages | 266-273 |
Number of pages | 8 |
Volume | 1 |
ISBN (Print) | 978-0-7340-4844-8 |
Publication status | Published - 2013 |
Event | Mathematics Education: Yesterday, Today and Tomorrow: 36th annual conference of the Mathematics Education Research Group of Australasia - Melbourne, Australia Duration: 7 Jul 2013 → 11 Jul 2013 |
Conference
Conference | Mathematics Education: Yesterday, Today and Tomorrow: 36th annual conference of the Mathematics Education Research Group of Australasia |
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Period | 7/07/13 → 11/07/13 |