Indigenous and non-Indigenous teaching relationships in three mathematics classrooms in remote Queensland
Cooper, Thomas J., Baturo, Annette R., & Warren, Elizabeth (2005) Indigenous and non-Indigenous teaching relationships in three mathematics classrooms in remote Queensland. In Chick, Helen L. & Vincent, Jill L. (Eds.) 29th Annual Conference of the International Group for the Psychology of Mathematics Education, 2005, Melbourne, Australia.
In Queensland, Indigenous mathematics performance lags at least two years behind that of non-Indigenous students (Queensland Studies Authority, 2004). This low performance is exacerbated in remote communities where teachers are generally inexperienced, non-Indigenous, usually stay in the school for two years only, and do not know how to work effectively with their Indigenous aides. This paper reports on part of a 3-year study to enhance students’ outcomes through improving relationships between teachers, Indigenous teacher-aides, students and community members. It describes three case studies and identifies training, equality in partnerships, communication, and the “westernized‿ nature of classrooms as issues for effective teacher/aide relationships.
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|Item Type:||Conference Paper|
|Keywords:||mathematics teaching, Indigenous, teacher aides, teaching styles, activities, learning styles, communication|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 PME|
|Copyright Statement:||The contents of this conference can be freely accessed online (see link).|
|Deposited On:||27 Feb 2006|
|Last Modified:||25 Mar 2013 18:07|
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