Hostname: page-component-7bb8b95d7b-dvmhs Total loading time: 0 Render date: 2024-10-06T12:28:14.789Z Has data issue: false hasContentIssue false
  • English
  • Français

Reflections on an Aboriginal Homework Centre: Progressive Pedagogies and Ethnomathematics

Published online by Cambridge University Press:  22 July 2015

Get access

Extract

Students' social backgrounds, their cognitive development at school and its assessment are three inter-related educational issues. They apply as much to mathematics as any other subject. The history of mathematics education has been largely one of formal pedagogies justified by decontextualised knowledge and skills. This presents a significant challenge for educators who advocate learner-directed pedagogies which contextualise knowledge and skill. This is also a major issue for Aboriginal education, where students' social backgrounds engender unique educational needs. The following article reflects on some recent research and identifies some specific implications for an Aboriginal homework centre.

Type
Section A: Schools
Information
The Australian Journal of Indigenous Education , Volume 26 , Issue 2 , September 1998 , pp. 1 - 5
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bennett, Neville, Jordan, Joyce, Long, George and Wade, Barbara (1976). Teaching Styles and Pupil Progress. London: Open Books.Google Scholar
Boaler, Jo (1997). Experiencing School Mathematics: Teaching Styles, Sex and Setting. Buckingham, UK: Open University Press.Google Scholar
Bucknall, Gwen (1995). ‘Building bridges between Aborigines and Western mathematics’. The Aboriginal Child at School 23(1): 22–31.Google Scholar
Golomb, Solomon W. (1998). ‘mathematics forty years after Sputnik’. The American Scholar Spring: 89–100.Google Scholar
Potter, Catherine (1994). ‘Mathematics and Aboriginality’. The Aboriginal Child at School 22(1): 3–11.Google Scholar