RoleM
Representations, Oral Language, and Engagement in Mathematics
What’s going on RoleM is a mathematics project that is catering for young Aboriginal and Torres Strait Islander students.
It consists of mathematical activities developed for classroom use by Professor Elizabeth Warren and Eva de Vries with the support of
the RoleM team. These activities are visual, hands on, and reflect culturally inclusive schooling which align with the outcomes of the
new draft National Mathematics Curriculum. The focus is on increasing Aboriginal and Torres Strait Islander children’s engagement and
learning of ‘sound mathematical concepts’. The project will run over 4 years (2010-2013) and will follow a cohort of students from Prep
RoleM activities working in the
classrooms at Bamaga
What Works at Bamaga Singing songs and rhymes Resources
based on mathematical concepts, including counting and language,
assists the children to engage with and act out the language of
mathematics. More importantly, these children have begun to use
the language of mathematics in their everyday play both inside and
outside the classroom.
After interviewing 21 teachers from 8 different
schools in far North Queensland the top 5 resources are:
The fly swats win hands down. The children love swatting flies with
numbers on their backs. Fly swats are cheap to buy and they are so
versatile! They have been used for many different games such as
‘snap’ - using pictures, numbers, letters and words.
Embedding activities in community contexts increases student
engagement. Using a camp fire theme with a real camp fire and tent The phones are a useful tool for oral language and speech programs
made the ‘fly swat’ game come alive. The game was played with the in both numeracy and literacy as they help children hear their own
whole school (160 children). The caller called out numbers and as voices as they talk.
children swatted the correct fly, the community cheered.
The 2 sided counters have several uses. The children are learning
Making connections between different activities is important. about patterning and exploring number combinations. Using these,
Children needed to revisit the concept of 5 in the context of 5 frames they can quickly visualise the concepts and create their own stories
before they explored 5 in the new learning experience with the egg and patterns.
cartons and eggs.
The feely bags have been used to explore many different concepts.
Using different coloured materials supports a range of mathematical As children put their hand into the bag to describe the unseen
concepts. Placing five different coloured eggs in the egg carton object, their use of descriptive words markedly increased.
helped children see and say that 2+2+2+2+2=10. In contrast,
placing 5 blue eggs and 5 yellow eggs supported an understanding The 5X5 grid floor mat has been put to amazing use. Teachers have
enjoyed revisiting graphing and measurement activities. For many
of 5+5=10.
children, the kinesthetic movement and visual construction of the
concepts has assisted them to develop a deeper understanding of
key mathematical ideas.
Case Study at Bamaga The Prep children at the Bamaga Junior
campus were fantastic! They can already subitise to 5, show different combinations
to 5 and tell you how many more were needed to make 5 - all this, and it is only May!
Getting to 10 by the end of Prep for these children is a reality. This outcome greatly
reflects the hard work and dedication of Bamaga’s teachers and Indigenous Education
Workers - it is wonderful to see them both working as a team.
Although not everyone has attended the Professional Development in Cairns, for those
who have, they are ensuring that they share their learning with everyone once they
arrive back in the community. This reflects a community which believes all Aboriginal
and Torres Strait Islander children can learn and successfully engage with the new
draft National Mathematics Curriculum if given culturally appropriate mathematical
activities.
Produced by
Dot Shea & Rhonda Horne and
the RoleM team.
Contact
Dr. Elizabeth Warren
[email protected]
Eva De Vries
[email protected]
Representations, Oral Language, and Engagement in Mathematics
Future Dreaming: Our Maths, Our Way
Too often, “the Dreaming” is seen as something that occurred in the past, at a fixed point in time and
is related only to spirituality and land. However, a broader and pragmatic meaning of “the Dreaming”,
tells us that our Dreaming is never ending. In this sense, “the Dreaming” is our everyday responses to the
phenomena around us. We, as Aboriginal and Torres Strait Islanders, bring the creation of “the Dreaming” to
life, each time we make empowered decisions and choices for ourselves, our children, and our communities,
regardless of where we live.
RoleM is represented as the link between the two figures (white internal space). It is important to show
that:
* education is both an individual and internal learning;
* through a supportive partnership, education can be a wonderful opportunity; and
* provides the recipient with confidence and self empowerment.
The figures represent a number of different ideas. The child is on the left with the adult/parent on the right.
* Child and adult/parent receive education at different stages of their lives.
* Nurturing - nurturing represents the adult/parent and child making the journey together in a
safe environment. The active adult/parent in the child’s life.
* Child becomes the parent and then the teacher of their own children thus creating a cyclical
pathway.
Developing a Leadership Program using the practical foundation of the RoleM Projects is also beneficial
for the Aboriginal and Torres Strait Islander communities. For Aboriginal and Torres Strait Islanders, lifelong
learning entails engaging with both cultural and educational frameworks.
Logo created by
Blacklines Publications
~ creating a new learning future ~
www.blacklines.com.au
RoleM Team
Professor Elizabeth Warren Associate Professor Nereda White Eva de Vries
Thelma Parker Dot Shea Antoinette Cole Dr Susan McDonald Dr Louise Thomas Sue Williams Mari-Anne Wells Janine Quine Patricia Willis Wendy Brinner Rebecca Ceolin
Alexander Chen Director RoleM
Director, Centre of Indigenous Education and Research
Principal Project Officer RoleM
Senior Indigenous Education Researcher
Project Officer RoleM
Senior Indigenous Officer
Lecturer RoleM
Lecturer RoleM
Research Assistant RoleM
Research Assistant RoleM
Research Assistant RoleM
Research Assistant RoleM
Research Assistant RoleM
Research Assistant RoleM
Graphic Artist RoleM