Effective features of the Maths in the Kimberley inclusive pedagogy model
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The Maths in the Kimberley (MitK) project has been progressing for two years and so it was timely to evaluate the Inclusive Pedagogy model that underpinned the study. The data presented in the first paper in this symposium indicated that some aspects of the model worked well. Primarily the areas of improvement were related to the intellectual quality of the lessons. These pedagogical dimensions are outlined and discussed here by drawing on the broader data set of the project.
Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia
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Aboriginal and Torres Strait Islander Education