Working together to enhance Australian Aboriginal students' mathematics learning
Working together to enhance Australian Aboriginal students' mathematics learning
复制标题
共同努力提高澳大利亚原住民学生的数学学习
DOI：
--
复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
B. Perry
中科院分区：
文献类型：
--
作者：
Susan M. Matthews;Peter T Howard;B. Perry
这篇论文的重点是社会公正的必要性，以改善土著学生的数学学习结果。它提供了评论意见，使数学教育者能够更充分地理解许多土著学生学习数学的背景。此外，本文还报告了由教育系统与土著社区合作发起的五个数学教育案例研究项目。它使用七个结构来审查每个方案：社会正义；赋权；参与；和解；自决；关联性；以及相关性。结果，确定了数学教育者在与土著社区合作为土著学生提供适当的数学教学方法方面可能发挥的作用和承担的责任。
This paper focuses on the social justice imperative to bring about improved mathematical learning outcomes for Aboriginal students. It provides comment whereby mathematics educators can appreciate more fully the context in which many Aboriginal students learn mathematics. Further, the paper reports on five mathematics education case study projects initiated by educational systems working collaboratively with Aboriginal communities. It examines each program using seven constructs: social justice; empowerment; engagement; reconciliation; self-determination; connectedness; and relevance. As an outcome, possible roles and responsibilities of mathematics educators for working collaboratively with Aboriginal communities to provide appropriate mathematics pedagogy for Aboriginal students are identified.