Teaching

for Diversity:

Learner Group: Gender

Discussion of the learner group:

In order to achieve social justice in mathematics, all students should be receiving

appropriate learning experiences to succeed in mathematics (Siemon et al., 2014). In

order to cater for the diverse learning needs and styles, teachers must vary their

teaching styles and use various teaching strategies over the course of a unit of work

(McLeod & Reynolds, 2007). In this section of the report, evidence surrounding the

preferred learning styles of boys and the implications this has on teaching styles,

activities and strategies will be examined using a range of current mathematics

education literature.

According to research, boys tend to be kinaesthetic and visual learners(Geist & King,

2008). They tend to be interested in aspects of mathematics that are related to

problem solving, real life problems and sport (Carmichael & Hay, 2009) .Studies have

shown that boys tend to be individualistic, preferring to work on their own. Whilst

studies have shown girls are better at reasoning and concrete thinking, boys tend to

be better at deductive reasoning and abstract thinking, preferring to form a whole

understanding from parts of knowledge (Geist & King, 2008). According to research

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surrounding math games and ICT, males preferred to play adventure games that

have a journey-based storyline, require a range of visual and spatial reasoning skills,

are graphically sophisticated and often incorporate competitive traits (Lowrie &

Jorgensen, 2011). However, boys tend to get bored more easily than girls. Due to

the different rates of mylenization of the cerebral cortex, boys tend to be less able to

sit and be attentive for long periods of time sometimes leading to classroom

management problems. Studies have shown that boys fine motor skills tend to

develop slower than girls resulting in difficulty with handwriting (Geist & King, 2008).

According to research, boys tend to have trouble following instructions because they

tend not to hear all the instructions given. Boys also tend to have problems

expressing themselves verbally (McDonald, 2013).

What are the implications of these findings? Due to boys tending to be kinaesthetic

and visual learners, it appears that incorporating manipulatives into lessons may be

beneficial and making the lesson relative to real life (Geist & King, 2008). In order to

guard against boredom and classroom management problems, incorporating

problem solving and active learning strategies in the classroom may prove to be

effective. Allowing students to express themselves in multiple ways, for example

drawing or using manipulatives, may enable boys in particular to express their

understandings (Carmichael & Hay, 2009). Using ICT in mathematics, particularly

adventure games, may improve student engagement and enhance learning. Allowing

some competition in the classroom, whether it be with themselves or other

students, may enhance learning in mathematics (Lowrie & Jorgensen, 2011).

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Allowing students to find answers using various methods may allow students to

improve their mathematical thinking.

Teaching Strategy:

Based on research on how boys learn, a teaching strategy that could be employed is

multiple problem solving strategies to reach the answer or multiple answers. This

allows for students to use their preferred learning styles and to engage in

mathematical thinking at various levels. Students are enabled to use manipulatives,

be kinaesthetically involved and visualize their thinking. Students can be motivated

through competition or intrinsically to find all the possible solutions and to be

involved in meaningful tasks (Siemon et al., 2014). This kind of strategy may help

boys in particular because it may enable them to express their mathematical

thinking in ways other than just verbally and it allows them to use deductive

reasoning if preferred (Geist & King, 2008). For example when teaching the concept

of capacity from the measurement and geometry strand for stage three. Teachers

may relate the volume and capacity to real life situations i.e. tanks on farms, wanting

the most soft drink and choosing the container which would contain the most etc.

Teachers may allow students to work with multiple sized containers, students may

use trial and error, guessing, checking and refining. They may choose to look for

patterns or use formulas to work out their responses to the capacity of each

container. Students may choose to record their findings in a graph, table, verbally or

through drawings (McDonald, 2013).

Classroom Activity:

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 This Learning Activity caters for boys learning specifically. Due to boys tending to like

competition, the game Bang on Time is incorporated. Allowing students to refresh

their prior knowledge and to compete against themselves and against the clock. It

also allows boys to work individually (Geist & King, 2008). Research has shown that

boys tend to like journey-based storylines that require a range of visual and spatial

reasoning skills in order to make decisions about direction, location and sequencing

(Lowrie & Jorgensen, 2011). In the task where students are asked to create an

itinerary students must use these skills and use their skills of switching between 24-

hour time and am and pm to make the itinerary. Research suggests that boys are

interested in aspects of mathematics relating to problem solving and sport; these are

incorporated into the itinerary (Geist & King, 2008).

Stage 3: Year 5 Measurement and Geometry

MA3-13MG uses 24-hour time and am and pm in real-life situations, and constructs timelines

Students begin with refreshing prior knowledge. Students use the computers

individually to play a couple of rounds of the game Bang on Time.

http://www.teachingtime.co.uk/draggames/sthec5.html

Students are asked about when they might use 24 hour time and am and pm in real

life situations (i.e. using transport, using a TV guide, organising a holiday etc.).

Children can choose to list/mind map and/or discuss.

Students are asked to construct their own holiday itinerary they have four days off

work and have a few activities that they would like to do:

Swim with sharks

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 Scuba diving

Wet and Wild

Sky diving

Seeing a Movie (eg. Trolls)

How long does it take to get from Albury to Sydney? What time can they do these

activities? How long will it take to go from one activity to another? How long would

they allow for each activity. Breakfast, lunch, dinner breaks? Dont forget to be back

in Albury to start work on the fifth day.

Learner Group: Aboriginal or Torres Strait Islanders

Discussion of the learner group:

In this section of the report, Aboriginal and Torres Strait Islander students diverse

learner needs, preferred learning style and the impact they have on mathematics

will be examined using current mathematical education literature.

According to research, Indigenous students need teachers that are culturally

competent. Teachers who are not culturally competent may wrongly interpret the

cultural difference as being a deficit or react poorly to cultural interactions (Siemon

et al., 2014). The implications of this can be costly leading to poor or negative

student-teacher relationships. Like all students, Indigenous students need to have

teachers that have high expectations of them. Teachers expectations of students

form the way they interact with students, the types of activities that they will assign

to their students and how students behaviour will be interpreted (McDonald,

2013).Studies demonstrate that if a teacher does not have high expectations of

students learning they may restrict curriculum content and expose students to

knowledge and processes that are below what would be expected for learners of a

particular year level (Ernst-Slavit & Slavit, 2007). Rosenthal and Jacobson have

described this phenomenon as the self-fulfilling prophecy (Jorgensen & Niesche,

2008). Indigenous students often have a Non-English speaking background (NESB)

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and often speak English as a second language (ESL) or as a second dialect (ESD)

(McDonald, 2013). At school standard Australian English (SAE) is used in the

classroom, however, the subject mathematics has a language of its own (Siemon et

al., 2014). Health issues such as Chronic Hearing Loss (CHL), which is common among

Indigenous students, exacerbate the difficulty of hearing and interpreting

mathematical information (Frigo, 1999). Aboriginal students learn in and through

relationships and therefore need mathematical experiences that are authentic to

their life experiences and activities that allow them to communicate with

others(McDonald, 2013, p. 253).

Teaching Strategy:

Current mathematical literature suggests a number of strategies to enhance the

learning experience of mathematics for Indigenous students. In order to help

students who do not speak English, speak English as a second Dialect or have Chronic

Hearing Loss, research suggest the following strategies could be used: concrete

materials and visual aids, pacing of lesson delivery, recognising and making explicit

the difference between mathematical English and natural English, discussing

concepts and using ACARA annotated content descriptors to help explain key

concepts of mathematics (ACARA, 2014; Frigo, 1999; McDonald, 2013). Current

resilience, self-worth, neurological research and positive psychology suggest that all

students including Indigenous students could benefit from teachers operating within

the strength based approach of the Positive Learning Framework (PLF). This

approach does not see students as deficit, it highlights the strengths that students

have and focuses on how, as educators, we can draw upon these strengths in

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assisting all students to grow. This approach highlights the importance of high

expectations of all students in order that they achieve the best learning outcomes

(McDonald, 2013). Indigenous students learn in and through relationships

(McDonald, 2013, p. 253) therefore research suggest that collaboration and

modelling of both peers and teachers would better the learning experience (McLeod

& Reynolds, 2007). Highly researched and recommended strategy for enriching the

learning experience of Indigenous students is the 8-Ways approach which is

expressed as eight interconnected pedagogies they include: narrative-driven

learning, visual learning plans, hands-on/reflective techniques, use of

symbols/metaphors, land/based learning, indirect/ synergistic logic,

modelled/scaffolded genre mastery and connectedness to the community. This

framework emphasises the need to contextualise learning of mathematics (8-Ways,

2012).

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Figure 1: 8-Ways Framework, strategies to enhance Aboriginal and Torres Strait

Islander Students Learning.

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-

ways-of-learning-factsheet.pdf

Classroom Activity:

This activity targets the needs of Indigenous students according to research. It

explicitly states the difference between normal English and mathematical English.

It incorporates visual examples to illustrate concepts, modelling of tasks, storytelling,

deconstruct/reconstruct of concepts and task, Community Links and land links (8-

Ways, 2012). Think-Pair-Share is used as well as collaboration (McLeod & Reynolds,

2007).

Stage 3: Year 5 Measurement and Geometry

MA3-17MG locates and describes position on maps using a grid-reference

system

Describe routes using landmarks and directional language (ACMMG113)

Use a grid-reference system to describe locations (ACMMG113)

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http://www.abc.net.au/indigenous/map/

Teacher introduces the topic relating the mathematical concept to every day life,

When might you use a map? When might you need to follow directions?

Students are given think time before being asked for responses and may chose to

mind map in their books. Examples could include: To find something, to get to a

specific location, when designing the layout of a town, locating food, water and

important landmarks.

Explicit teaching of directions with visuals to aid learning:

Some ways that we might describe a location:

Words have different meanings in different contexts. When using turn left in geometry it is

a direction.

Discuss direction using a drawn compass on the white board with North, East, South, West,

North East, South East, South West and North West. Provide students with a compass to

look at if possible. Tell students about the mnemonic Never Eat Soggy Weet-bix to help

them remember and get them to draw a compass in their books.

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Grid references may also be a way of describing a location

Teachers may model how to describe a location. If the teacher was describing the location of

twisties he/she might say the place where I am located is north of Doritos , left of Ice

Cream and in the grid square B1. Where am I? The teacher may write this scenario on the

board.

Students may discuss with a partner where they think he/she is before sharing their

answers.

Students may practice describing and locating areas/objects on Rainforest Maps:

http://www.learningplace.com.au/sc/online/math_7/Rainforest_make_a_

walking_track.zip/li_001_gv_008/index.html

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Group students

Create scenario about a new student coming to their school, students in small groups are to

create a grid using a ruler and mark out landmarks of the school. The students are then to

describe the areas drawn on their map. This activity would need to be stepped out and

written either on a piece of paper or on the board to refer back to. Students would also

need to be given specific roles in the group (facilitator, recorder, describer, scribe).

Learner Group: Gifted and Talented Students

Discussion of the learner group:

There are various definitions of gifted and talented students. A definition that is

widely accepted is that a gifted learner is one that possesses outstanding natural

physical, creative, intellectual or social ability, may not be necessarily high achievers

and can range from mildly to extremely gifted. Talented individuals can be defined as

students who demonstrate outstanding mastery of systematically developed

knowledge and skills in one or more areas (Government, 2015, p. 1). Research such

as Sisk suggest that gifted and talented students tend to be sensitive, perfectionist

and preoccupied with moral issues and may need support in terms of socio-

emotional development. This learner group can become bored and disengaged if the

work is not suitable possibly resulting in boredom, frustration, decreased motivation

and misbehaviour (Government, 2015). Some students may become disengaged

from learning or underachieve in order to fit in. Gifted and talented students need

learning experiences that reflect a range of learning styles. Studies suggest that they

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need supportive and challenging environment that provide opportunities that are

responsive to their individual strengths and interest (Government, 2015). This

learner group requires opportunities that allow them to socialise and learn with

peers of like-ability as well as work independently on areas of interest. Rogers

suggest that this learner group would benefit from teachers providing connections

to people and opportunities beyond school. Studies suggest that teachers should

avoid teaching work from a higher level and providing more consolidation and

practice than necessary to this learner group. Teachers should differentiate the

curriculum and provide challenging extensions of the task (Siemon et al., 2014). This

learner group needs to be encouraged in risk taking and enabled to learn from their

mistakes and use divergent, creative and visual thinking (Work, 2016).

Teaching Strategy:

Based on the research on how Gifted and Talented students learn, in particular the

need for rich extended tasks and a differentiated curriculum. Teaching strategies to

be used in stage 3 classrooms are multiple problem solving strategies and open

questions (Siemon et al., 2014).

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Figure 2: Some Problem solving strategies that can be employed.

http://images.slideplayer.com/20/6051539/slides/slide_5.jpg

Classroom Activity:

This classroom activity would be appropriate for gifted and talented students as it

allows them the opportunity to work out the solution to the problem in various

ways. It allows them to work flexibly choosing to either work alone or with others. It

also allows them to learn from their mistakes and learn through various processes.

This learner group can be creative and divergent in their processes and therefore be

engaged in the learning (Siemon et al., 2014).

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 Stage 3: Year 5 Measurement and Geometry

MA3-11MG selects and uses the appropriate unit to estimate, measure

and calculate volumes and capacities, and converts between units of

capacity

Teacher introduces the problem: The goal is to order and record the capacity

of a variety of containers.

These containers could be a drinking bottle, milk bottle, ice cream tub, and

medicine cups and oddly shaped containers. Make sure to have measuring

container and water for students to check their results. Be aware of OHS

issues.

Students can work individually or as a group.

Brainstorm ideas with students on HOW we can solve the problem. Allow the

students an opportunity to TALK through their thinking processes.

Provide a number of methods to solve the problem:

Trial and error, or guess check and refine

Work backwards. Act out the problem.

Eliminate possibilities

Use formulas

Draw a table

Common knowledge

Provide timely and effective feedback. Explore when you might want to know

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 the capacity of objects.

Have students share their results and the processes that they undertook to

find them.

(Klerk, 2010)

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Bibliography:
8-Ways. (2012). 8 Aboriginal Ways of Learning Factsheet. Retrieved from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-
ways-of-learning-factsheet.pdf
ACARA. (2014). English as an Additional Language or Dialect Teaching Resource. Australia:
ACARA.
Carmichael, C., & Hay, I. (2009). Gender Differences in Middle School Students Interests in a
Statistical Literacy Context. Crossing divides: Proceedings of the 32nd annual
conference of the Mathematics Education Research Group of Australasia, 1, 97-104.
Ernst-Slavit, G., & Slavit, D. (2007). Educational Reform, Mathematics, & Diverse Learners.
Meeting the Needs of All Students, 20-28.
Frigo, T. (1999). Resources and Teaching Strategies to Support Aboriginal Children's
Numeracy Learning. A review of the literature, 1-36.
Geist, E. A., & King, M. (2008). Different, Not Better: Gender Differences in Mathematics
Learning and Achievement. Journal of Instmctional Psychology, 35(1), 43-53.
Government, V. S. (2015). Gifted and Talented Education. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Page
s/gifted.aspx
Jorgensen, R., & Niesche, R. (2008). Equity, Mathematic and Classroom Practice. Developing
Rich Mathematical Experiences for Disadvantaged Students, 13(4), 21-28.
Klerk, J. d. (2010). Australian Maths Dictionary. Australia: Dorling Kindersley Australasia.
Lowrie, T., & Jorgensen, R. (2011). Gender differences in students mathematics game
playing. Computers & Education(57).
McDonald, T. (2013). Classroom Management (Second ed.). Australia: Oxford University
Press.
McLeod, J. H., & Reynolds, R. (2007). Quality Teaching for Quality Learning: Planning through
Reflection. Australia: Cengage Learning.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2014). Teaching
Mathematics Foundations to Middle Years. Australia: Oxford University Press.
Work, J. (2016). Uppervention: Meeting the Needs of Gifted and Talented Students.
Retrieved from https://www.edutopia.org/blog/uppervention-for-gifted-talented-
students-josh-work

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