102096

Research Teaching and Learning

Assignment 2: Engagement with an Educational Issue

By Michael Alex Murgolo

19178149

Western Sydney University

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 Contents

Introduction …………………………………………………………………..………………………………………. 3

Conceptualising Indigenous student engagement within Mathematics …………………………… 3

Critical summary …………………………………………………………………..………………………….…….. 5

Analysis of learning activity ………………………………………………………………………………………. 6

Improved learning activity (Appendix 3) …………………….....…………….……………………………. 7

Conclusion ………………………………………………………………………………………..…………………… 9

References ……………………………………………………………………………………………….………….. 10

Appendix 1 ………………………………………………………………………………………………………….. 13

Appendix 2 …………………………………………………………………………………………………..……… 14

Appendix 3 ………………………………………………………………………………………………………..… 15

Introduction:

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 Lewthwaite et al.’s (2015, pp. 132) article looks into the “teaching practices that
influence Indigenous student’s engagement and learning” within the Catholic Education
Schools of the Diocese of Townsville in North Queensland. The action of the article is to
introduce the interrelationship between research and cross cultural studies as a priority to
accommodate indigenous elements into lesson plans and pedagogies. As argued by Nardozi
(2016, pp.2), the lack of knowledge teachers have of Indigenous histories, worldviews or
teachings prohibit them to develop culturally relevant and responsive pedagogies for students
who identify within this culture. In this context teachers must acknowledge the opinions of all
students, including Indigenous, to improve their educational outcomes and encourage a sense
of coherence.
Lewthwaite et al.’s (2015) qualitative research article on indigenous student’s
engagement is supported by Ullman (2015, pp.7) in that evidence based practice, the reliance
on rigorous research findings rather than personal experience, addresses compelling problems
of teaching and learning and is the best long-term approach to improving their education. The
analysis of the article and an appropriate “culturally responsive pedagogy” (pp.150)
recommendation is applied from the Australian Association of Mathematics Teachers
(AAMT) project ‘Make it Count’ (2009-2012) Appendix 1 and 2, which aims to improve
indigenous student engagement in mathematics while also meeting the characteristics of
effective teaching as suggested from Indigenous communities.

Conceptualising Indigenous student engagement within Mathematics:

Before the idea of a national standard for school curriculums was set, individual states
of Australia accommodated their own criteria for the education and pedagogical practices of
Indigenous students. General trends in national testing occur in years 3, 5, 7 and 9 across
Australia where students are assessed equally in numeracy and literacy components. The main
concern by Jorgensen, Grootenboer and Sullivan (2010, pp.2) is that indigenous students
perform alarmingly lower than non-indigenous students where only 50% of them reach national
expectations in comparison to 90% of the latter. Evidently, the retention of indigenous students,
that is, finishing year 12, are mentioned by Wray (2006, pp.17) as a concern given the retention
rate in 2001 was 36.4%, less than half of the non-Indigenous students at 73.3%. From this we
can deduce that most indigenous students in Australia, not only in North Queensland, have

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been subjected to continuous educational disadvantage in the Australian schooling system,
particularly in the key learning area of Mathematics.
An opinion from Hunting (1987, pp.9) publicised decades prior to Lewthwaite et al.’s
research, supports this statement from a colonialist approach and its impact on the educational
needs of indigenous students, commenting that the “learning and teaching (of mathematics)
across cultures demands that we attend to the inherited assumptions about life and existence
that, in the case of the Australian Aboriginals, are very different from those of Western
upbringing”. Using this as an attachment to Lewthwaite et al.’s article, teachers should embrace
an indigenous student’s cultural background and to fit Mathematics around the ideas contained
in it.

‘Seeking a pedagogy of difference’ does not exploit the facet of Australian pedagogical
practice, rather it responds to the benefit of cultural contexts in the learning of each student and
the community they represent. The influence of the education system is important to the
outcomes of indigenous students, particularly in acquiring superior occupations. As such
teachers remain the best solution to engaging indigenous students through cultural applications,
this not only benefits the outcomes of students, but supports professional experience in
accordance with the Australian Professional Standard for teachers (APST). Sullivan,
Jorgensen, Boaler & Lerman’s article ‘Transposing reform pedagogy into new contexts’ is
applicable to the research from Lewthwaite et al., commenting that “adaptive and effective
teachers are those who take into consideration the cultural context and build sound pedagogies
that support deep mathematical learning while ensuring cultural aspects of learners are built
into the pedagogical approaches” (2013, pp.184). This is explicitly true within the content of
mathematics, where indigenous language is just as complex as differential calculus. The
importance of conveying the KLA concepts in a culturally adaptive manner will help to close
the gap between outcomes for Indigenous and non-Indigenous students (Thornton, Giles,
Prescott, & Rhodes, 2011, pp.251) through generational implementation.
In conclusion, challenging this conundrum through mathematical practices will improve
the educational outcomes of indigenous students and aide them in acquiring nationally
prioritised occupations that numeracy provides, and improve their life outcomes.

Critical summary:

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 ‘Seeking a Pedagogy of Difference’ is the first of a three-part study where the issue of
indigenous student participation is explored. This qualitative study gathers its information
through Participation Action Research (PAR), that is, methodology to research in communities
that stress participation and action (Participatory action research, n.d.). The methodology is
appropriate for this study as community members who have had successful educational
engagement focused on team building and reflective activities that encouraged them to
recognise their own cultural qualities and values (Oliver, Grote, Rochecouste & Excell, 2013,
pp.237).

The study was guided by semi structured group and individual interviews with
indigenous students, caregivers, parents and the relevant community. Implementing this
strategy benefitted with collaboration from the indigenous population as it reflects that “a lack
of understanding, or acknowledgment, of the basis of Aboriginal people’s discourse may
increase the chance of miscommunication between Aboriginal and non Aboriginal people,
potentially damaging the impact on their lives” (Sharifian, 2010, pp.3375). What helps through
the interview process is that aboriginal educators were also included as part of the study, which
provides perspective on the lack of educational skills in their pedagogies. Malcolm and
Sharifian mention in their article that teachers who reflect the cultural meanings and dialect
associated with Aboriginality (2005, pp.519) better tailor pedagogies to those students, so their
perspectives are influential. Furthermore, while it is not clear how many of the 70 interviewed
were teachers (43 were students) the study cannot be deemed a direct reference to the student
and parent population of the schools approached (Lewthwaite et al, 2015, pp.138) because of
the small sample size.

The conversations conducted were voice recorded and transcribed later through a
thematic analysis by the researchers, that is, open coding to identify relevant citations that may
identify patterns. Intention of this helped to find schemes that shaped, or influenced,
indigenous students’ engagement while open ended questions allowed participants the freedom
to express their answers without constraints. This data collection strategy can be identified as
“triangulation” as multiple methods of collection were used as well as analysis techniques,
which helps to confirm research findings (Ullman, 2015, pp.160).

Conclusively, the results are indicative for a “culturally responsive pedagogy” that is

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characterised by attributes of teachers and practices influencing learning, as suggested by
community members and students. While the study has focused on North Queensland, it
highlights themes relevant to student engagement and perspectives which are important to
educational research of all Indigenous Australians whose “culture and language is different
from the mainstream, and dominant, practices in schools” (Jorgensen, 2015 pp.323).

Analysis of learning activity:

The study conducted by Lewthwaite et al is explored through the AAMT’s project

‘Make it Count’, which was funded by the Australian Government as part of the ‘Closing the
Gap’ initiative. The link is provided here, and attachments are available via the Appendix.

https://mic.aamt.edu.au/Resources/Units-of-learning/Middle-years/Unit-NE3

In this activity, students are required to tackle mathematical questions through ‘RESCUE’
and using examples explained in the lesson by applying them to Australian structures.
RESCUE is broken down into: Read the question, extract information, solve the problem,
communicate the solution, use mathematical reasoning and evaluate the solution. Beyond
promoting the attractions of common Australian holiday destinations, this activity aims to
engage students through the text by including environmental and social aspects (the beach/ you
are in Surfers Paradise) to create an imaginative setting. Also evident is the language context
which first describes the location and then develops into a narrative account, this is explained
by Sharifian (2006, pp.15) to be associated with schemas that derive from Aboriginal
experiences of travelling, and helps them to engage in the task.

Reflecting on the themes present in Lewthwaite et al’s article, audience suggestions to

make learning engaging to indigenous students include holistic approaches connected to prior
knowledge and valuing explicit instructions (pp.152), of which only the latter is conveyed
through the lesson in Appendix 1 and 2. While the lesson portrays interactive learning of space
and geometry, the implementation is not effective to the learning needs of indigenous students,
who may prefer a more hands on, cultural approach. Connotations of Mathematics being
difficult is partially because it is considered non-interactive in the eyes of indigenous students,
who don’t see it tied to their holistic ideals. Nichol and Robinson articulate in their article that

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kinaesthetic learning, through the manipulation and movement within the targeted environment
(2000, pp.499), better addresses the engagement of indigenous students and can shift the
Eurocentric notions of learning in the classroom. By extension, the lesson should communicate
through interaction with nature as indigenous ways of living are strongly tied to the natural
world (Hatcher, Bartlett and Marshall, 2009, pp.143), in comparison to the common
Eurocentric notion of land as a commodity.

Conclusively, with reference to the Quality Teaching Guide: Dimension 3, pedagogy

drawing connections with student’s identities and cultural perspectives (A Classroom Practice
Guide, 2003, pp.39) is evident in the findings expressed throughout Lewthwaite et al’s article.
Therefore, the strategy for quality indigenous learning may be better suited within students
need to feel socially engaged and culturally connected to the physical environment, especially in
the context of mathematics.

Improved learning activity (Appendix 3):

Consistently mentioned by Lewthwaite et al. (2015), Indigenous students expressed

their learning at school “needing to be personal and grounded in the local context” (pp.149)
which suggest community and culture play a significant role in the influence of their education.
More prominent in this, teachers using the interconnectivity of culture or community as a
resource confirm its ‘worthiness’ (pp.145) in its applications to curriculum standards set for
classwork. Extending from the interconnectivity, revised lesson plans should be amended to
include indigenous landmarks or objects from personal experiences as a reference for students
to “bring into focus the unique contributions of localised Indigenous systems of knowledge”
(Hughes & Laura, 2017, pp3). The relationship indigenous students have with the land adheres
to their cultural identity, and encourages engagement in lesson activities through a sense of
obligation to associate with that object. Furthermore, Boon and Lewthwaite’s article resonates
that “culturally responsive teaching has its roots in Vygotskian theory” (2016, pp.455) and so
these indigenous objects are imperative to the cognitive learning of indigenous students.

Nichol & Robinson acknowledge that Aboriginals are kinaesthetic learners by nature
(2009, pp.499) and that learning through physical interactions would better suit their cognitive
abilities. Therefore, the lesson plan should be adapted to include mathematical applications

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and its connection with the environment. Included in the revised lesson plan, there is an
opportunity for the teacher and students to explore the environment around the school and,
using calculators, inclinometers and measuring wheels, apply trigonometry to objects like
Eucalyptus trees as suggested. Treacy, Frid & Jacob mention in their article that “interpreting
and acting within one’s environment — socially and physically —is integrally connected to one’s
world view” (2015, pp.264), and can be a direct link to indigenous cultural values and their way
of learning. By implementing a hands-on approach to completing exercises, “a variety of
practices” (pp.148) were established to “accommodate student diversity” (pp.147) through the
use of tools to aide in mathematical calculations, and engage students in environmental
research.

The lesson plan also fosters a sense of classroom coherence through the strategy of
implementing groups to interact in the research gathering process. This followed by a class
discussion, with the teacher leading, to announce their results and findings. Furthermore, a
questions section is included in the exercise to provide student feedback on the lesson for
better improvement. The intention of giving these instructions is expressed by Lewthwaite et al.
to develop positive relationships as a foundation for learning (pp.143), and diversify the
learning process by allowing indigenous students to communicate directly with students and the
teacher. Hackling, Byrne, Gower, & Anderson communicate in their article ‘Engaging
Aboriginal Children with science learning’ that a pedagogy that facilitates establishing
relationships, encouraging classroom discourse and connecting through activity work builds
student competency in science subjects (2015, pp.38), and is beneficial to the participation and
engagement of students in class.

The final element added to the revised lesson plan is the use of language and
comprehension in promoting explicit instruction and quality of work. Through ‘Make it Count’
(2009-2012) the edited plan incorporates direct instructions on how to proceed through the
activity as well as outlining the expectations of each task. This interrelates with group work in
achieving and sharing the results of each task, so that the class can discuss and learn together.
Owens (2014) makes it explicit in her study that different cultures interpret language and
practice differently, and there is a challenge to draw this together in a meaningful framework for
learning (pp.950). As such, teachers are sensitive to the ways in which language can work to
marginalize learners (Jorgensen, 2015, pp.323), and so the lesson plan does meet the language
requirements by including direct instruction and expectations for students to understand.

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Conclusion:

Ullman (2015) comments that collaboration between researchers and educators can
productively shape policies to improve education (pp.1) as is reflected in the altered lesson
plan. The outcomes of the NESA to develop “fluency in mathematics through inquiry,
exploring and connecting concepts” (n.d.) is related to the recommendations in the research
conducted by Lewthwaite et al. for “culturally responsive teaching” (pp.154). The 4 minor
alterations, as seen in appendix 3, highlights the value of educational research in implementing
an effective pedagogy of practice while also tailoring the lesson to indigenous students.
Conclusively the acknowledgment of indigenous cultural backgrounds, the importance of
kinaesthetic applications, the language interpretations of students and the importance of
establishing relationships, are all influential to the learning needs of Aboriginal students.

References:

A Classroom Practice Guide. (2003). Department of Education and Training. Retrieved from
http://web1.muirfieldh.schools.nsw.edu.au/technology/Programs/Template/Quality%20
Teaching%20Guide.pdf
Boon, H. J., & Lewthwaite, B. E. (2016). Signatures of Quality Teaching for Indigenous
Students. Australian Educational Research, 43(40, 453-471. DOI: 10.1007/s13384-016-
0209-4

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Hackling, M., Byrne, M., Gower, G., & Anderson, K. (2015). A pedagogical model for
ENGAGING ABORIGINAL CHILDREN with science learning. Teaching Science,
61(1), 27-39. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1673049018?accountid=36155
Hatcher, A., Bartlett, C., Marshall, A., & Marshall, M. (2009). Two-Eyed Seeing in the
Classroom Environment: Concepts, Approaches, and Challenges. Canadian Journal of
Science, Mathematics and Technology Education, 9(3), 141-153. DOI:
10.1080/14926150903118342
Hughes, A., & Laura, R. (2017). The contribution of Aboriginal epistemologies to mathematics
education in Australia: Exploring the silences. Educational Philosophy and Theory.
DOI: 10.1080/00131857.2017.1359782
Hunting, R. (1987). Mathematics and Australian Aboriginal Culture. For the Learning of
Mathematics, 7(2), 5-10. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/40247889
Jorgensen, R. (2015). Language, culture and access to mathematics:
A case of one remote Aboriginal community. Intercultural Education, 26(4), 313-325.
DOI: 10.1080/14675986.2015.1072302
Jorgensen Zevenbergen, R., Grootenboer, P., & Sullivan, P. (2010). Good learning = a good
life: Mathematics transformation in remote indigenous communities. Australian Journal
of Social Issues, 45(1), 131-143. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/340381944?accountid=36155
Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G.,
Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of Difference:
What Aboriginal Students and Their Parents in North Queensland Say About
Teaching and Their Learning. Australian Journal of Teacher Education, 40(5), 132-
159. DOI: 10.14221/ajte.2015v40n5.8
Make it Count. (2009-2012). Unit NE3: Thinking and Reasoning. Retrieved from
https://mic.aamt.edu.au/Resources/Units-of-learning/Middle-years/Unit-NE3
Malcolm, I. G., & Sharifian, F. (2005). Something Old, Something New, Something Borrowed,
Something Blue: Australian Aboriginal Students' Schematic Repertoire. Journal of
Multilingual and Multicultural Development, 26(6), 512-532. DOI:
10.1080/01434630508668423

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Nardozi, A. (2016). An exploration of teacher candidate willingness and readiness to
incorporate aboriginal content into their teaching practice (Published Master’s Thesis).
University of Toronto, Ontario, Canada.
Nichol, R., & Robinson, J. (2000). Pedagogical challenges in making mathematics relevant for
Indigenous Australians. International Journal of Mathematical Education in Science
and Technology, 31(4), 495-504. DOI: 10.1080/002073900412606
New South Wales Education Standards Authority. (n.d). Outcomes. Retrieved from
https://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/outcomes/
Oliver, R., Grote, E., Rochecouste, J., & Exell, M. (2013). Addressing the Language and
Literacy Needs of Aboriginal High School VET Students who Speak SAE as an
Additional Language. Australian Journal of Indigenous Education, 41(2), 229-239.
DOI: 10.1017/jie.2012.23
Owens, K. (2014). Diversifying Our Perspectives on Mathematics about Space and Geometry:
An Ecocultural Approach. International Journal of Science and Mathematics
Education, 12(4), 941-974. DOI: 10.1007/s10763-013-9441-9
Participatory Action Research. (n.d.). In Wikipedia. Retrieved 10 October, 2017. From
https://en.wikipedia.org/wiki/Participatory_action_research#Community_development_
and_sustainable_livelihoods
Sharifian, F. (2006). A cultural-conceptual approach and world Englishes: the case of
Aboriginal English. World Englishes, 25(1), 11–22. DOI: 10.1111/j.0083-
2919.2006.00444.x
Sharifian, F. (2010). Cultural conceptualisations in intercultural communication: A study of
Aboriginal and non-Aboriginal Australians. Journal of Pragmatics, 42(12), 3367-3376.
DOI: 10.1016/j.pragma.2010.05.006
Sullivan, P., Jorgensen, R., Boaler, J., & Lerman, S. (2013). Transposing reform pedagogy into
new contexts: complex instruction in remote Australia. Mathematics Education
Research Journal, 25(1), 173-184. DOI: 10.1007/s13394-013-0069-4
Thornton, S., Giles, W., Prescott, D., & Rhodes, D. (2011). Exploring the mathematical
confidence of indigenous preservice teachers in a remote teacher education program.
Mathematics Education Research Journal, 23(2), 235-252. DOI: 10.1007/s13394-011-
0013-4
Treacy, K, Frid, S., & Jacob, J. (2015). Starting points and pathways in Aboriginal
students’ learning of number: recognising different world views. Mathematics Education
Research Journal, 27(3), 263-281. DOI: 10.1007/s13394-014-0123-x

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Ullman, J., (compiler.) (2015). Applying Educational Research: How to Read, Do, and Use
Research to Solve Problems of Practice (Custom (2nd Edition)). Sydney, Australia:
Pearson.
Wray, D. E. (2006). HSC Aboriginal Studies: Strengths, Limitations, and Impact upon
Aboriginal Students’ Self-Concepts and Educational Outcomes (Master’s Thesis).
Western Sydney University, Kingswood, Australia.

Appendix 1 - RESCUE sheet for attempting problems.

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Appendix 2 - Class Worksheet

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Appendix 3: Revised Class Worksheet

Name: ______________________ Class: __________ Teacher: _______________________

Learning Outcomes Outcome description

Uses appropriate terminology, diagrams and
MA5.1-1WM
symbols in mathematical contexts.
Selects and uses appropriate strategies to
MA5.1-2WM
solve problems.
Provides reasoning to support conclusions
MA5.1-3WM
that are appropriate to the context.
Applies trigonometry, given diagrams, to
MA5.1-10MG solve problems, including problems involving
angles of elevation and depression.

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The Eucalyptus tree, one of Australia’s most unique floral emblems, forms an integral part of
the Australian identity with the bush. Eucalyptus Trees are a source for Aboriginal tools such as
shields, dishes, musical instruments and canoes. Some variations were also used for medicinal
purposes and food.

Activity:

Instruments: An inclinometer, measuring wheel, calculator, pen and paper.

1. You are to go into the school field with your teacher and locate the tallest tree (see if
you can spot a Eucalyptus one!).
2. Working in groups of two you are to use the measuring wheel to find the distance
between you and the tree.
3. Using the inclinometer tool, find the angle of elevation from your position to the top of
the tree.
4. Go back into the classroom, using this information to calculate the trees height. Are
your results similar to other students in your class?

You are on holidays in the Uluru-Kata Tjuta National Park, which is close to the centre of
Australia and home to the landmark Uluru. Considered a sacred site by native Aborigines,
Uluru stands taller than the Eiffel Tower and is 3.6kms long, 1.9kms wide and 0.348kms high.

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 5. Using the results from before, calculate how many of your Eucalyptus Tree’s would
need to be stacked up, to reach the same height as Uluru.
6. (Bonus Question) If you were standing at the same distance from Uluru as you were
from the Eucalyptus Tree, what would the angle of elevation be?

Following the RESCUE steps, justify your answer by showing appropriate working and
comment on any factors that may have affected your calculations.

Questions Score: 1 (easy) - 5 (hard) Comments

Was the worksheet easy to
read? (font, length etc)
Ease of comprehension?
(what you’re being told to do,
what you need to find)
Was the vocabulary easy to
understand? (language,
unfamiliar words)
Was the worksheet difficult
to complete? (answers are
finished, understand lesson)
Was the lesson fun and
engaging? (did you fall
asleep)

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