Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?
The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during...
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| Other Authors: | |
| Format: | Conference Paper |
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Australian Association for Research in Education (AARE)
2012
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| Online Access: | http://www.aare.edu.au/data/publications/2012/Sparrow12.pdf http://hdl.handle.net/20.500.11937/7111 |
| _version_ | 1848745272242339840 |
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| author | Sparrow, Len Hurst, Chris |
| author2 | Jan Wright |
| author_facet | Jan Wright Sparrow, Len Hurst, Chris |
| author_sort | Sparrow, Len |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers’ knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners’ socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children. |
| first_indexed | 2025-11-14T06:14:43Z |
| format | Conference Paper |
| id | curtin-20.500.11937-7111 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:14:43Z |
| publishDate | 2012 |
| publisher | Australian Association for Research in Education (AARE) |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-71112017-01-30T10:57:41Z Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? Sparrow, Len Hurst, Chris Jan Wright The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers’ knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners’ socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children. 2012 Conference Paper http://hdl.handle.net/20.500.11937/7111 http://www.aare.edu.au/data/publications/2012/Sparrow12.pdf Australian Association for Research in Education (AARE) fulltext |
| spellingShingle | Sparrow, Len Hurst, Chris Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title | Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title_full | Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title_fullStr | Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title_full_unstemmed | Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title_short | Culturally Responsive Mathematics Pedagogy: A Bridge Too Far? |
| title_sort | culturally responsive mathematics pedagogy: a bridge too far? |
| url | http://www.aare.edu.au/data/publications/2012/Sparrow12.pdf http://hdl.handle.net/20.500.11937/7111 |