Māori sporting role models and maths

Three posters, featuring Māori sporting role models, combine indigenous perspectives with engaging maths tasks which can be explored with learners.

Background / Related research project:

In 2016, we embarked on an Australian Research Council Indigenous Discovery (IN150100045) project titled, “Unlocking the learning potential of Indigenous and low socio-economic young people’s learning potential: Mathematics for future success”. The project aimed to develop new knowledge concerning the mathematics learning potential of Aboriginal and Torres Strait Islander and low socio-economic young people in juvenile detention in Queensland, Australia. It sought to construct theory that explained the efficacy of mathematics instruction received in one juvenile detention centre in terms of engagement and learning that built on the young people’s knowledge and capacity to make connections to their culture and experiences. More specific project aims included exploring children’s and young people’s existing mathematics knowledge with respect to their culture, experiences and background and relating this to mathematics and numeracy knowledge required for understanding, academic progression, and future employment. The aim of developing new knowledge about how children and young people’s mathematics and numeracy knowledge could be used as an enabling feature, in relation to the actions of their teacher, to unlock their learning potential in mathematics was critical for the project. We sought to develop new knowledge about teachers’ mathematics, mathematics-education beliefs and knowledge with regard to leading and changing teaching pedagogy to improve the learning experiences of the children and young people in order to unlock, reveal and improve their mathematics achievement. From investigating these interactions, the project identified a pedagogical approach for teaching mathematics and numeracy to children and young people in juvenile detention centres—culturally responsive pedagogy. Finally, the project designed and developed a tailored program that unlocked and supported the learning potential of children and young people in juvenile detention. The study built on many years of research we conducted with Aboriginal and Torres Strait Islander and low socio-economic schools and communities across Australia (Cooper, Baturo, Ewing, Duus & Moore, 2007; De Plessis & Ewing, 2017; Ewing, 2011; Ewing & Cooper, 2014; Ewing, Cooper, Matthews, Baturo & Sun, 2009; Ewing, Sarra, Cooper & Matthews, 2014; Ewing, 2017; Sarra & Ewing, 2021; Sarra, Matthews, Ewing & Cooper, 2011). This research had demonstrated to us that effective mathematics and numeracy instruction for Aboriginal and Torres Strait Islander and low socio-economic students must (a) be culturally responsive, taking account of local language and culture, family and community, (b) have the highest expectations and, (c) focus on pattern, connections and big ideas.

Related publication:

Ewing, B., Sarra, G. (2023). Culturally Responsive Pedagogy for Indigenous Students in Juvenile Detention. In: Educating Indigenous Children in Australian Juvenile Justice Systems. Springer, Singapore. DOI 10.1007/978-981-19-8684-0_5 (https://eprints.qut.edu.au/237926/)