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Aboriginal Perspec0ves in Stage 4 Mathema0cs Students learn about… • iden0fying congruent figures by superimposing them through a combina0on of rota0ons, reflec0ons and transla0ons Students learn to... • recognise congruent figures in tessella0ons, art and design work (Reflec&ng) How to implement Aboriginal perspec0ves? •  Provide Aboriginal perspec0ves where possible •  Must be relevant •  Learning based on observa0on and imita0on •  Avoid singling out students through ques0ons Why do you need to incorporate Aboriginal perspec0ves? •  The current syllabus reflects the dominant culture •  Students have difficulty rela0ng mathema0cs to life outside a classroom •  To create a connec0on between mathema0cs and real life •  Aboriginal Educa0on and Training Policy –  1.1.5 … Aboriginal cultures are respected, valued and promoted –  1.1.8 … Aboriginal students have the right to culturally inclusive and significant educa0onal opportuni0es Classroom Organisa0on •  Content lesson before this lesson •  Class organised into small groups •  We would check for prior knowledge •  Build on schemas the students already have •  Provide explicit instruc0ons 1
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Content Covered •  What are shapes? •  What are tessella0ons? •  What does it mean to: –  Reflect? –  Rotate? –  Translate? •  Congruency/Similarity •  Symmetry Class Example Ac0vity •  Using the Indigenous images provided: –  Iden0fy different shapes –  Look at the same shapes, are the similar or congruent? –  Do you no0ce any symmetry in the image? –  Are any shapes reflected, rotated or translated? •  Share what you have found with the class Images 2
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Links to Cross Curriculum •  Art –  Viewing different artworks •  History –  Looking at different images from many perspec0ves can provide different views •  English –  Think of the story behind the artwork Other Ac0vi0es Further use of Art: •  Homework – Using other artwork or crea0ng their own •  In class – Cut out shapes and use to reflect, rotate, and translate •  Outside the classroom – Take the students to an art gallery to pick out different shapes in artwork Aboriginal Perspec0ves •  Aboriginal Educa0on and Training Policy •  Students learn about… –  iden0fying congruent figures by superimposing them through a combina0on of rota0ons, reflec0ons and transla0ons •  Students learn to... –  recognise congruent figures in tessella0ons, art and design work (Reflec&ng) •  Comparison of images from different perspec0ves of Indigenous people and culture •  Highlights relevance of what is being learnt Other Maths Topics: •  Time – Aboriginal 0me units •  Number Systems – Aboriginal coun0ng systems •  Measurements – Using Aboriginal equipment to compare weights and length •  Sta0s0cs – Distribu0on and languages of Aboriginal communi0es References •  Aboriginal Educa0on and Training Policy (2008) •  Australian Aboriginal Art Gallery. (2011). hbp://www.aboriginalartstore.com.au/
aboriginal-­‐art/ (All Aboriginal Artworks were obtained from this site) •  Board of Studies. (2003). Mathema0cs Years 7-­‐10 Syllabus. •  Howard, P., Feirer, M., Lowe, K., Ziems, S., & Anderson, J. Mathema&cs in Aboriginal Contexts: Building school –community capacity. From hbp://ab-­‐
ed.boardofstudies.nsw.edu.au/go/mathema0cs-­‐andamp-­‐numeracy/maths-­‐6-­‐8 •  Howard, P., & Perry, B. Learning Mathema&cs: Perspec&ves of Australian Aboriginal children and their teachers. From hbp://ab-­‐
ed.boardofstudies.nsw.edu.au/go/mathema0cs-­‐andamp-­‐numeracy/maths-­‐6-­‐8 •  Mabhews, S., Howard, P., & Perry, B. Working Together to Enhance Australian Aboriginal Students Mathema&cs Learning. From hbp://ab-­‐
ed.boardofstudies.nsw.edu.au/go/mathema0cs-­‐andamp-­‐numeracy/maths-­‐6-­‐8 •  Memmob, P. (Sep 2005)Tangkic Orders of Time: an anthropological approach to &me study. Memory, Media, and Embodied Cogni0on vol 2 number 2 3