Queensland Indigenous students in rural and remote classrooms : pedagogical practices and numeracy learning
Warren, Elizabeth, Baturo, Annette R., & Cooper, Thomas J. (2004) Queensland Indigenous students in rural and remote classrooms : pedagogical practices and numeracy learning. In Zajda, Joseph I. & Ninnes, Peter (Eds.) 32nd Annual Conference of the Australian New Zealand Comparative and International Education Society (ANZCIES) : Global Pedagogies: Equity, Access & Democracy in Education, 3-5 December 2004, Melbourne, Victoria.
This paper explores pedagogies that support Indigenous students learning of mathematics. Three schools in a remote and rural area of Queensland participated in a longitudinal intervention study, extending over a three-year period (2002-4), which aimed to improve Indigenous students' mathematics outcomes by improving their teachers' knowledge and classroom practices. This paper reports on one aspect of the project, namely the pedagogical approaches used by their non-Indigenous teachers before intervention. Results are related to Harris (1980) and indicate that many of the common classroom practices believed to forward mathematics outcomes for Indigenous students simply reflect 'good' mathematics pedagogy for all. The dimensions that were distinctive but absent in these communities were an acknowledgement of the different knowledges of these culturally different students, the nuances and social capital associated with Indigenous English, and the role that parents, care-givers and the community itself plays in young Indigenous students’ mathematical education. It is conjectured that this could be a result of the inexperience of the teachers in such communities and/or the predominant white view of education prevalent in these three schools.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Indigenous, mathematics, cultural knowledges, cultural capital, pedagogy, assessment, evaluation, learning styles|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2004 The Authors|
|Deposited On:||17 Jul 2007 00:00|
|Last Modified:||25 Mar 2013 08:07|
Repository Staff Only: item control page