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Transforming Pedagogy alongside First Peoples of Remote Australia
First Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Transforming Pedagogy alongside First Peoples of Remote Australia
First Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprises is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Key Terms and Concepts in Teaching and Learning
Series Editor:
This series features short handbooks focusing on the special language used in a wide variety of educational disciplines ranging from science education to educational leadership. Possessing an understanding of the unique vocabulary within a scholarly domain is vital to foster shared communication for those who wish to understand a discipline and even more important for those who wish to contribute to it. This is particularly true for those new to the academic language of a particular educational arena. Each book in the series may be seen as a set of very short stories introducing a particular discipline in education.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
Abstract
If we want to understand what works in studies of teacher education programs, we also need to understand what does not work. In this article, we discuss why a study evaluating the effects of an education program on implementation practices yielded unexpected results. Interviews with a sample of teacher graduates from the program revealed that the program did have effects on implementation practices that were not evident in the original study. These effects are in the form of increased student participation, teamwork and the conception of error as opportunity. The instrument and procedures of the original study did not allow these effects to be seen.
The impact sheet to this article can be accessed at 10.6084/m9.figshare.22339567.
Abstract
We report the critical case of an expert teacher, with whom we codesigned, implemented and discussed an innovation consisting of a task addressing a dual learning goals that uses block programming in a geometry lesson for her sixth-grade class. We analyse the case focusing on three sub-processes of implementation. First, the teacher constructs agency over both the structure and content of the innovation, illustrated by altering the sequencing within the task and adding of an open-ended activity. Second, her practice changes to adapt the innovation by bringing her expertise in programming and mathematics teaching to guide the solution of one hybrid task. Third, the innovation is adapted to accommodate her pedagogical approach and push for appealing to students’ personal interests. Despite the realisation of these sub-processes, the outcomes of the realised innovation were not necessarily positive, implying a need for an integrated — not compound — expertise in computational and mathematics teaching.
The impact sheet to this article can be accessed at 10.6084/m9.figshare.22339588.
Abstract
Scale and scaling are central concepts in projects aimed at implementing innovations for improving mathematics education. This study aims to provide conceptual clarity on the notions of scale and scaling in mathematics education research. The meanings of these terms are handled tacitly, and there is diversity in how they are used in the literature. To address this, we gathered opinions from experienced researchers in the area of the large-scale implementation of educational innovations, and we also conducted a literature review of articles explicitly addressing aspects of scale and scaling in mathematics education. We analyzed the content of these sources using Coburn’s (2003) conceptualization of scale. Our findings provide insight into how experts define and understand the concepts of small scale, large scale, at scale and scaling, and how these concepts relate to the four dimensions of scale proposed by Coburn. This study contributes to developing a more precise and nuanced understanding of scale and scaling in mathematics education research by offering an operational distinction between small-scale, large-scale, and medium-scale project implementation. This distinction is based on three key factors: the contact factor, the material factor, and the organizational factor.
The impact sheet to this article can be accessed at 10.6084/m9.figshare.22339609.
Abstract
This article (an extension of a conference paper presented at CERME12; Østergaard & Jankvist, 2022) discusses influential factors in the longitudinal implementation of an innovation concerning students’ beliefs, especially reflection, in mathematics education. Here, the researcher constantly found herself “talking past” the two involved teachers. In the search for a deeper understanding of the discrepancy between the intended and the realized outcome, qualitative data collected in planning sessions and classroom observations are analyzed by applying theoretical constructs from implementation research. In particular, three influential factors appeared to play a central role in the case presented in the paper: characteristics of the end-users, attributes of the innovation, and implementation support strategies. The findings suggest that some of these factors may even have been contradictive to the intentions of the innovation. Furthermore, the article also contributes to the discussion of whether small-scale, qualitative studies have a role to play in implementation research, illustrating how a deeper understanding of the processes involved can be achieved.
The impact sheet to this article can be accessed at 10.6084/m9.figshare.22304629.