Indigenous world view, algebra pedagogy and improving Indigenous performance in secondary mathematics

原住民世界观、代数教学法和提高原住民中学数学成绩

• 批准号: DI0668328
• 负责人: Dr Christopher Matthews
• 金额: $ 11.08万
• 依托单位: Griffith University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Indigenous Researchers Development
• 财政年份: 2006
• 资助国家: 澳大利亚
• 起止时间: 2006-01-01 至 2008-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DI0668328
• 关键词: Indigenous; world; view; algebra; pedagogy

Schools have low mathematics expectations for Indigenous students; low performance is blamed on their culture which is seen as primitive and instruction is reduced to repetitive rote learning of computation. There is evidence that Indigenous students could excel in mathematics if it is contextualised and taught from patterns and structure. A theory showing how Indigenous students can develop strong mathematical understandings would provide a counter to accepted wisdom of low performance and a model for future Indigenous student attainment. Making mathematics-based University disciplines a reality for Indigenous students will benefit individual students, their community and the economic future of Australia.

学校对土著学生的数学期望值较低；表现不佳的原因是他们的文化被认为是原始的，教学被简化为重复的死记硬背的计算。有证据表明，土著学生可以在数学方面表现出色，如果它是情境化的，并从模式和结构中进行教学。一个展示土著学生如何发展强大的数学理解能力的理论，将为人们对低表现的普遍看法提供一种反驳，并为土著学生的未来成就提供一种模式。使以数学为基础的大学学科成为土著学生的现实，将有利于个别学生、他们的社区和澳大利亚的经济未来。