Emm3103

• 1. EMM310Assignment 1Part B Language & Indigenous Issues GROUP 9 Brittany Heidi JessicaAmber Tobin Markwick GrayWagnerKristinaMichelle Kate Goudie Lucy Fairley Beaumont Harvey

2. IntroductionDiverse learners, such as ESL and Indigenousstudents, need to betaken into considerationwhenprogramming, planningand teaching. The following presentationwhat thisresearchwill discuss - means for teachersissues why theseimpacting issues are relevant to upon these mathematics learnersand 3. Language Issues - Q1 What does the research say about the issue? Research shows language issues in the classroom that many ESL studentsthat there is a relationship quickly develop between conversational English butlanguage, language can take many years tolearning and mathematics. develop more specialised academic English.that ESL students who are that mathematics has aable to use their homespecialised language that language in the learningcan be confusing for ESLenvironment enhance their students.academic achievement. 4. Language Issues -Q2 How do these issues impact on students learning?ESL need to learn mathematical language, using their first language can help with this:ESL students need to learn mathematicalEnglish if they are to succeed in learningmathematics.Using their first language can helpdiminish the difficulties ESL studentshave reading and writing mathematics.Drawing on past experiences can helpESL students make sense of a newsituation. 5. Language Issues - Q2 How do these issues impact on students learning?ESL students learning can be improved by using relevant situations that include their culture and community: By involving students culturally communities and taking the funds of knowledgeperspective, teachers are ableto engage students in realworld problems whilst introducing the students culture to the classroom. 6. Language Issues Q3 What makes this issue particular relevant for teaching mathematics?Australia is one of the most multicultural countries in the world and there are many students for whom English is not their first language. This makes language an important issue for mathematics teachers. Teachers must:Understand theHelp learners discourse of the constructclassroom and be meaning ofable to modify this language and discourse for ESL develop students. vocabulary. 7. Language Issues Q3 What makes this issue particular relevant for teaching mathematics? Understand the role culture playsIncorporate appropriate social and in learning and provideacademic language to opportunities to incorporateaccommodate the needs of ESL students home culture andstudents.language into the classroom.Incorporating language and culture into the mathematics classroomcan be a challenging and complex task. However, it is becomingmore and more critical given the changing demographics ofAustralian schools . 8. Language Issues Q4 What does this mean for you as a teacher?So as to ensure all students achieve to the best of their ability, it is evidentthat teachers in the mathematics classroom need to better cater for thosestudents who speak English as their second language.In catering for ESL students we suggest:Promoting cultural Ensuring appropriate diversity in theand relevant lesson classroom. Speak content andtheir language! activities. Do not Encourage all forget the power ofstudents to give it athe visual! go! 9. Language Issues Q4 What does this mean for you as a teacher? Encourage ESLstudents to Meet, talk and develop think/speak/learn in a relationship with thetheir first language as parents.well as in English.Teachers need to facilitate an environment that is comprehensible forALL students including those students who do not speak English as theirfirst language. But, the focus is not language! The focus is the effectivecommunication of the concepts, processes and applications ofmathematics so as to ensure educational outcomes are achieved by all. 10. Indigenous IssuesQ1 What does the research say about the issue?In the past indigenous culture may have been seen as primitive and notgiven any time in a classroom. Due to this IndigenousFormal educationstudents find is very differentlittle value in to all learningthe maths they have beenbeing taught used to in their to them.first 5 years. Many indigenous Without change students strugglestudents willlearning maths continue to feel and therefore achieve poordevalued and academic results. results willcontinue. 11. Indigenous Issues Q2 How do these issues impact on students learning?As a result of Aboriginal culture not being implemented into students wayof learning, it is having a direct impact on Aboriginal students learning andacademic results. Teachers arefrustrated andLanguage barriersincreasingly under Aboriginal are causing pressure regardingstudents are beingAboriginal Aboriginal students taught twostudents to mathematicsdifferent learningperform poorly in results, this directly systems which ismathematics due affects students causing confusion. to their lower attitude towardsliteracy levels. maths. 12. Indigenous Issues Q3 What makes this issue particular relevant for teaching mathematics?If Indigenous students outcomes in mathematics are to improve, it is essential that teachers:Believe in Indigenous Promote the value ofstudentsmathematics tomathematical Indigenous students. abilities. Acknowledge, respecDevelop a greater t and build on theunderstanding of knowledge of Indigenous culture. Indigenous students.Provide Indigenousstudents with relevantmathematical learningopportunities. 13. Indigenous IssuesQ4 What does it mean for you as a teacher?The issues affecting Indigenous students and consequently their educationaloutcomes clearly identifies that part of the issue lies with a need for teachers torefocus their current educational goals towards improving theachievement, participation and cultural relevancy of their Indigenous students inMathematics.This will incorporate: reviewingcurrent pedagogy,identifying teacherperspectives and expectations of Indigenous students,increasing the involvement on Indigenous families and community within schools, anddeveloping culturally inclusive curriculums. 14. PEDAGOGICAL MODEL IDENTIFY differentperspectives* Culture * Background* LanguageRECOGNISE diversity oflearners* Identify individual REFLECT ONlearning styles LEARNING* Support differences inapproaches to learning MathematicalOPPORTUNITIES* Provide opportunitiesfor all learners TeachingFramework ACKNOWLEDGE studentsIMPLEMENT effective knowledgeteaching practices * Respect prior knowledge* Encourage all attempts * Build on current * Support group knowledgediscussions *Connect students ideas to* Incorporate range of new concepts learning situations 15. CONCLUSIONProviding inclusive opportunities within MathematicsWith regards to both language issue and Indigenous issues it is necessary that teachers:Respect and Make connections Know their include students with the studentsstudentsculture in the communities classroom Ensure thatApproachstudents learning Mathematics is relevant to their from real life livesperspectives With all these factors in place Mathematics becomes a positive learning environmentfor diverse learners. 16. REFERENCESAustralian Bureau of Statistics. (2010). Indigenous Students. Schools Australia 2010.http://www.abs.gov.au/ausstats/[email protected]/lookup/4221.0Main+Features52010?OpenDocumentBarwell, R. (2008). ESL in the Mathematics Classroom. The Numeracy and Literacy Secretariat and the Ontario Association of Deansof Education: What Works? Research into Practice. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ESL_math.pdfBrown, K. (2008). Employing Mathematical Modelling to Respond to Indigenous Students Needs for Contextualised MathematicsExperiences. In M. Goos, R. Brown, & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics EducationResearch Group of Australasia (pp. 93-99). Adelaide: MERGA. Retrieved from: www.merga.net.au/documents/RP72008.pdfBuchanan, K and Helman, M. (1997). Reforming Mathematics Instruction for ESL Literacy Students. Centre for Applied LinguisticsDigest: Series 1. http://www.cal.org/resources/digest/buchan01.htmlErnst-Slavit, G. and Slavit, D. (2007). Educational Reform, Mathematics, & Diverse Learners, Meeting the Needs of All Students.Multicultural Education, Summer, 20-27.http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26560575&site=ehost-liveMatthews, C., Watego, L., Cooper, T.J., & Baturo, A.R. (2005). Does Mathematics Education in Australia Devalue Indigenous culture?Indigenous Perspectives and non-Indigenous Reflections. In P Clarkson, A Downton, D Gronn, M Horne, A McDonough, R Pierce andA Roche (Eds.), Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia (pp. 513-520). Sydney: MERGA Retrieved from: http://www.merga.net.au/documents/RP572005.pdfMeaney, T., McMurchy-Pilkington, C. & Trinick, T. (2008). Mathematics education and indigenous students. In H. Forgasz et al.(Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 119-140). Rotterdam, The Netherlands: Sense.NSW Department of Education and Communities. (2011). Language Background other than English. Planning and InnovationDirectorate. https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/lbote/lbote2011.pdf 17. REFERENCESNSW Department of Education and Communities. 2011. Language Background other than English. Planning and InnovationDirectorate. https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics-and-reports/lbote/lbote2011.pdfOlson, J. C., Braun, K., Salsbury, T. (2009) Supporting English Language Learners Develop Mathematics and LanguageCompetencies. Washington State University. P. 1-7http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?vid=5&hid=105&sid=a99e4e31-a15b-4f37-a7d7-c065944dda03%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=54435891Perry, B. & Howard, P. (2008). Mathematics in Indigenous Contexts. Australian Primary Mathematics Classroom,13 (4), 4-9Perry,B & Howard,P. (2006) Issues in teaching mathematics to Aboriginal students. In P. Groontenboer, R.Zevenbergen, M, Chinnappan (Eds), Proceedings of the 29th annual conference of the Mathematics Education Research Group ofAustralia, (pp.293-300) Adelaide: MERGA. Available from http://www.merga.net.au/documents/RP322006.pdfPerry, B & Howard,P.(2005) Learning Mathematics: Perspectives of Australian Aboriginal children and their teachershttp://ab-ed.boardofstudies.nsw.edu.au/go/resources/numeracy-developmentS, Mathews., Howard, P., Perry, B. (2003) Working together to enhance Australian Aboriginal students mathematics learning. In L.Bragg, C. Campbell, G. Herbert, J. Mousley (Eds), Proceedings of the 26th annual conference of Mathematics Education ResearchGroup of Australia, (pp.17-28). Pymble: MERGA. Available fromhttp://search.informit.com.au.ezproxy.csu.edu.au/search;rs=1;rec=16;action=showCompleteRec