Abstract
As part of the Bridging the Numeracy Gap Project, four Catholic schools in the Kimberley
appointed Key Aboriginal Teaching Assistants in Numeracy who, along with a classroom
teacher from the school, participated in a 6-day professional learning program aimed at
developing their mathematics teaching and leadership. At the end of 2010, audio-taped
conversations took place to gain insight about the impact of the Project on learning and
teaching mathematics at the school. Analysis of these data demonstrated that Aboriginal
Teaching Assistants had clear views about the positive impact of project and of how to
improve Aboriginal students opportunities to learn mathematics at school.
| Original language | English |
|---|---|
| Title of host publication | Mathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference |
| Editors | Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton |
| Place of Publication | Adelaide SA Australia |
| Publisher | Australian Association of Mathematics Teachers (AAMT) |
| Pages | 306 - 314 |
| Number of pages | 9 |
| Volume | 1 |
| Publication status | Published - 2011 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia Duration: 3 Jul 2011 → 7 Jul 2011 Conference number: 34th https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2011 |
|---|---|
| Abbreviated title | MERGA 2011 |
| Country/Territory | Australia |
| City | Alice Springs |
| Period | 3/07/11 → 7/07/11 |
| Other | Held in conjunction with AAMT 23 |
| Internet address |