Young Indigenous students' numeracy learning: Oral language, mathematical representations and engagement

年轻土著学生的算术学习：口语、数学表示和参与

• 批准号: LP100100154
• 负责人: Prof Elizabeth Warren
• 金额: $ 29.98万
• 依托单位: Australian Catholic University
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2010
• 资助国家: 澳大利亚
• 起止时间: 2010-01-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP100100154
• 关键词: Young; Indigenous; students; numeracy; learning

High quality early childhood education for Indigenous students is an essential precondition for school readiness, and Indigenous parents and communities are essential for success and sustainability. Our pilot results confront stereotypes by evidencing that young Indigenous students are mathematically capable learners. It is a significant social and economic loss that a section of the Australian community is not sufficiently educated to share in the wealth of the nation. Minimal progress on numeracy measures results in failure to engage in higher levels of mathematics. This research builds a foundation in mathematics that levels the assessment playing field and supports participation in higher levels of mathematics.

为土著学生提供高质量的幼儿教育是入学准备的必要先决条件，土著家长和社区对成功和可持续发展至关重要。我们的试点结果通过证明年轻的土著学生是有数学能力的学习者来对抗刻板印象。这是一个重大的社会和经济损失，澳大利亚社会的一部分人没有足够的教育来分享国家的财富。在计算能力测试上的最小进步导致无法参与更高水平的数学。这项研究建立了一个基础，在数学水平的评估竞争环境和支持参与更高水平的数学。