Scaffolding early indigenous learners into the language of Mathematics
Tipo de documento
Autores
Lista de autores
Jorgensen, Robyn.
Resumen
This paper derives from a large project that explores successful practices in the teaching of mathematics in remote and very remote Indigenous communities in Australia. The focus of this paper is from one case study where the community speaks a shared language – Kriol – across a large region while also trying to preserve its own languages. The school has adopted a number of strategic practices to help young learners gain access to mathematics through both the language and concepts of mathematics. As students progress through the school, scaffolds are removed and the induction into Standard Australian English is facilitated.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Acceso y permanencia | Estudio de casos | Etnomatemática | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
670 - 683
Referencias
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