Charles Darwin University

CDU eSpace
Institutional Repository

 
CDU Staff and Student only
 

Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers

Edmonds-Wathen, Cris (2015). Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers. The Australian Journal of Indigenous Education,44(1):48-58.

Document type: Journal Article
Citation counts: Altmetric Score Altmetric Score is 1
Google Scholar Search Google Scholar

IRMA ID 84279116xPUB356
Title Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers
Author Edmonds-Wathen, Cris
Journal Name The Australian Journal of Indigenous Education
Publication Date 2015
Volume Number 44
Issue Number 1
ISSN 1326-0111   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-84938738774
Start Page 48
End Page 58
Total Pages 11
Place of Publication United Kingdom
Publisher Cambridge University Press
Field of Research 1303 - Specialist Studies in Education
HERDC Category C1 - Journal Article (DIISR)
Abstract Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.
Keywords mathematics
language
remote education
expectations
teacher preparedness
DOI http://dx.doi.org/10.1017/jie.2015.9   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
Versions
Version Filter Type
Access Statistics: 104 Abstract Views  -  Detailed Statistics
Created: Tue, 26 Jul 2016, 12:58:35 CST