Académique Documents
Professionnel Documents
Culture Documents
that are significant and incorporate inclusivity and connectedness for all
learners (Hinde-Mcleod & Reynolds, 2007; Killen, 2005).
Much research defines what quality or rich assessment tasks are and they
can take many forms, for example, the most common assessment formats
that are used in the NSW maths classroom are: Diagnostic: NAPLAN, Best
Start, SENA, Newmans Analysis, TENS; Summative: Tests, quizzes,
presentations, group projects, portfolios; Formative: Observation,
anecdotal note taking, self-assessment, peer-assessment, discussion,
strategic questioning. It is up to the teacher to ensure that her students
are equally prepared and have the skills necessary to complete a
particular assessment fairly as many of the above examples require
specific skills, particularly lingual and literacy, in order to be successful.
Consequently by adopting the above tools and strategies the educator
should be able to gain an understanding into how their students have
understood mathematical facts and language, acquired mathematical
skills with understanding, appreciated the interconnectedness of
mathematical ideas, developed robust conceptual understanding of ideas,
employed effective strategies for problem solving and developed a
positive attitude towards the subject (Koshy & Jackson-Stevens, 2011, p.
152).
Notably, this is no more important than when dealing with Indigenous
students. Howard and Perry stipulate that prior knowledge of Indigenous
students abilities and interests is critical alongside developing
relationships with their families and community (2011). Many of these
students arrive in the classroom with great mathematical knowledge but
the importance is to recognise that it has been acquired differently from
the traditional structured manner (Howard & Perry, 2011; Wyatt, Carbines,
& Robb, 2007) that is often found in the Western classroom. What these
students learn must be relevant to them and their real world. The
Indigenous student needs to work mathematically and develop
understanding that is purposeful to them. The educator must create
experiences that are connected to the Indigenous childs world, for
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strategies that are equitable and foster inclusion for all the students in
their class. Mathematics being characteristically problematic due to
complex language and symbol barriers sets the challenge for educators to
design meaningful experiences for students through learning plans that
reach and extend each students specific mathematical needs. Throughout
this essay the common theme has been connecting through relationships
and valuing each students identity in order to achieve success in
learning. Research further underpins this concept by stating that identity
plays a significant role (Nasir & Cobb, 2002, p. 99) in the equitable
delivery of learning as the two are intertwined; and if the educator can
embrace this concept richer learning experiences will eventuate and
deeper understanding of mathematics and it place in the many different
worlds of the students will eventuate (Nasir & Cobb, 2002).
Reference
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Ayers, W. (2004). Teaching towards freedom: Moral commitment and
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Banffy, K. (2012). Using literature to engage and teach literacy skills. In J.
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Berk, L. (2006). Child development (7th ed.). Boston, NY: Pearson
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Bloom, B. (1956). Taxonomy of educational outcomes. Harlow: Longman.
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Casey, R. (2011). Teaching mathematically promising children. In V. Koshy
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Crawford, M., & Rossiter, G. (2006). Reasons for living: Education and
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