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.

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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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ID Code: 3619
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: mathematics teaching, Indigenous, teacher aides, teaching styles, activities, learning styles, communication
ISSN: 0771-100X
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 Teacher Education & Leadership
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 00:00
Last Modified: 25 Mar 2013 08:07

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