AADES Conference 2008

Developing and supporting mathematics programs

for indigenous senior secondary students and their

teachers in remote communities.

Josie Roberts and Bev WilsonNTOEC Mathematics for Communities

In the beginning…

• Secondary correspondence school providing mathematics courses only for mainstream students in remote locations.

Along came the 90s• Student cohort expands to include indigenous students in remote

communities.

New beginnings• Various reviews of both indigenous education and secondary education

lead to recommendations for change.

Early days in the Numeracy Project

Motivating challenges

What are the learning outcomes?

Sorting and identifying patterns

Problem Solving

Measuring and Building

Practical Measurement

How much does this weigh?How big is a cubic metre?How much does this hold?

Written tasks can yield interesting results…

Dealing with Number Strand

Recognise numbers and apply place value knowledge

Order numbers; calculate sums

and differences

Say the numbers

Involving the Assistant teacher

Number Strand and the calculator

Working with larger numbers

Hands-on; effective alternatives to worksheets

Success smiles on effort?

A Practical Approach to Dealing with Fractions

Now try these…

Gaining Confidence

Learning to use spreadsheets

Aiming at comprehension

Gathering written evidence of student learning

Professional support and professional development

Learning on the job

Elements of Success• Ongoing cooperative and collaborative delivery of programs to remote schools

through IDL, contact visits, community residential schools and through the provision of a range of resources including suggested teaching activities.

• Provision of ongoing individualised professional support for delivery of mathematics programs in response to the needs identified in each community.

• NTOEC minimising the effects of high teacher turnover in communities through the provision of ongoing developmental mathematics programs for students ensuring students have access to opportunity to satisfy NTCE requirements.

• NTOEC teachers of mathematics for remote communities working together to capitalise on team expertise and experience.

• Active involvement of NTOEC teachers in professional learning opportunities in mathematics education at the local and (inter)national levels.