An Indigenous Perspective on Mathematics Contextualisation in a Pre-school: From Safety to Empowerment
An Indigenous Perspective on Mathematics Contextualisation in a Pre-school: From Safety to Empowerment
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对学前班数学情境化的本土视角：从安全到赋权
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Leesa Watego
中科院分区：
文献类型：
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作者：
Leesa Watego
在过去的二十年里，土著儿童的数学情境化受到了越来越多的关注。本文从原住民的角度来阐述位于昆士兰州布里斯班的一个原住民学习空间、一所市中心幼儿园和学前中心（本文中统称为“中心”）开展的情境化活动。它从文化安全和赋权的角度讨论了这些活动。
Contextualisation of mathematics for Indigenous children has received an increased degree of attention over the past two decades. This paper offers an Indigenous perspective to contextualised activities undertaken at one Indigenous learning space, an inner-city kindergarten and pre-school centre (referred to throughout this paper as The Centre), situated in Brisbane, Queensland. It discusses these activities from the perspectives of cultural safety and empowerment.