Playing the game of school mathematics: being explicit for Indigenous learners and access to learning

Abstract

Drawing on studies of successful remote schools in one region of Australia, it was found that two key strategies were common in the approaches at these schools. First, to make the strategies and expectations being adopted explicit to all those involved in the learning enterprise, and second, that consistency in approaches was crucial. Bourdieu’s theoretical project is used to understand how the practices are being adopted by the schools and how they contribute to the success of learners of mathematics.

Keywords:

• Mathematics education
• Aboriginal learners
• school organisation
• Indigenous
• practice

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. This paper focuses on the experiences of educators in particular areas of Australia and hence the focus of the paper is on Aboriginal learners. I do not intend to specifically address issues around Torres Strait Islander people in this paper but do recognise their rights and ties to Australia and Indigeneity in Australia.

2. NAPLAN is the National Assessment Plan for Literacy and Numeracy.

3. ‘Similar schools’ is a term used to note schools that are similar in make up to the target school. This includes variables such as size, location and student background. This better allows schools to compare their progress against similar schools rather than the national scores.

4. These strategies were outlined in an earlier paper presented at the Mathematics Education and Society Conference, South Africa, April 2013.

5. It is common for teachers to remain for short periods of time in remote settings. This is for a range of reasons, including the lifestyle and the compatibility of the teachers within those conditions. But high turnover of staff often resulted in new approaches being implemented with the new staff coming on board. Many of the new staff were recent graduates from various states across Australia, but also international graduates who were seeking adventure in these remote locations.

6. Pseudonyms are used in this paper to protect the identity of schools and participants.

7. Naming of the curriculum frameworks has been deleted to protect the identity of the participants.