Mathematisation and Contextualisation
Download as PPT, PDF2 likes1,767 views
The document discusses strategies for improving mathematics learning for Aboriginal students. It focuses on two approaches: mathematisation, which involves relating everyday experiences to mathematical concepts, and contextualisation, which foregrounds mathematics in contexts students can relate to. The Alberton cluster model uses these approaches across grades 3-5 through an integrated numeracy program related to community projects. The goal is to develop students' mathematical resilience and ability to transfer skills by strengthening their engagement and confidence in mathematics.
Mathematisation and Contextualisation
- 1. Connecting mathematics and numeracy to improve learning for Aboriginal students (Make it Count) STEVE THORNTON Charles Darwin University JOANNE STATTON Alberton Primary School MathematisingMathematising and Contextualisingand Contextualising
- 2. Much of the present teaching of mathematics, particularly in the primary years, has Aboriginal students doing mathematics that is not related to their world and their everyday experiences. As a result, by the time many Aboriginal students have reached the latter years of primary school they have been alienated from mathematics. Matthews, Howard & Perry, 2003
- 3. Make it Count Aims Document and share effective models of teacher professional development, whole school change and community engagement in relation to mathematics and numeracy Develop whole school approaches to mathematics and numeracy that result in markedly improved achievement by Indigenous students Build and participate in networks and professional learning communities and act as catalyst and support for action by others.
- 6. Why can’t we draw all day?
- 7. Andrew’s challenge to Iain
- 8. The Alberton model • The integrated, cross-age literacy and numeracy model, year 3 to 5 • Looking for a way of understanding what we were doing
- 9. First theoretical framework (an adaptation of Dowling’s domains of practice) Mathematisation: taking everyday content and thinking about it mathematically. How can we develop in students how to mathematise something, make generalisations and to make something mathematical? Pure Mathematics: having maths as the actual context, ie. Some things (prime numbers for example) don’t have a real ‘use’ or ‘reason’, but sometimes the actual skill is important. Numeracy: everyday content using everyday language. Being numerate involves- mathematical knowledge, contextual knowledge and strategic knowledge. Contextualisation: foregrounding maths in something that students can relate to.
- 10. • Consulting the Alberton student community to find out its needs and ideas/thoughts on the Anzac memorial garden. • Constructing a communication consultation booth to investigate the design needs of the project • Communicating their findings to the garden committee • Using a column, bar and line graph • Uses an x and y axis • Divide graphs using appropriate increments using 2s, 5s and 10s • Can structure a closed question • Can construct a table to gather information • Understands and applies tallying • Language e.g. columns and rows • Organisation of mathematical information • Understanding of x, y axis (algebra) • Statistical information • Making generalisations • Horizontal and vertical lines EVERYDAY A FRAMEWORK FOR MATHS AND NUMERACY Community Garden content expression Exploring, Analysing and Modelling Data • Collection of data • Tally System • Presentation of data visually • Graph construction • Interpretation of tables • Formulating questions • Organising and displaying data • Presenting results of surveys • Uses associated terminology MATHEMATICAL
- 11. Development of a research focus Mathematical resilience (Johnstone-Wilder & Lee, 2010)
- 12. Transfer Still looking for a way to collect and monitor this.
- 13. The Alberton cluster question and model
- 14. What is the role of mathematisation and contextualisation in developing mathematical resilience and promoting transfer of learning among Indigenous students? The Alberton cluster question
- 16. Looked like: Sounded like: Felt like: • Head on the desk, book on the floor • Tears • Sometimes removing self from group • Refusal to participate in certain tasks • Face in hands • Crawling into a corner • Only chose to learn with the teacher • “ I need help” before beginning or even sitting down • “I need to go to the toilet” • “I can’t do this” • “I don’t know what to do” • *crying* • No risk taking • Safe zone • Confused • Low resilience • Fear of making a mistake • Giving up before beginning • Avoidance • Did not enjoy learning Some early observations Debra
- 17. Looks like: Sounds like: Felt like: • Sitting up • Focused on learning • Smiling, happy • Excited • Participating • Learning in a variety of ways: independently, collaboratively (group or partner), with the teacher • Laughing • “ Don’t help me yet, I want to try by myself” • “Hey Laura, I didn’t go to the toilet at all today. I’m getting good at that aren’t I!” • “What are we learning about today” before Numeracy time begins • “Come and look what I did” • “Can I share this with Mr. Plastow or Vicki” • Talking about her learning with the teacher and other students • Risk taking • Having a go • Proud • Excited • Eager to learn • Enjoys learning RecentRecent observationsobservations Debra
- 18. This is Leroy. The Leroy Story Leroy starts the lesson with the premise that everything will be OK. He is organised and he is ready to begin.
- 19. He knows where to find the information... …however he has trouble accessing the information he needs. At the beginning of the year, Leroy found it difficult to work independently. When the teacher was helping other students, he found it hard to engage.
- 20. Leroy has discovered that he can use other people to gain information, through observation and deeper questioning. Leroy is still learning, but he is ‘doing’ rather than just ‘waiting’.
- 21. This afternoon’s session Presenting practical classroom strategies and data