Teaching Number by Building on Students’ Strengths: An Investigation in Remote Australian Schools

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Author(s)
Sullivan, Peter
Grootenboer, Peter
Griffith University Author(s)
Year published
2010
Metadata
Show full item recordAbstract
It is widely accepted that teaching should build on what students already know and understand. In this study, 42 Aboriginal children in Grades 3 to 6 were posed a series of related questions on addition and subtraction. The question items were posed in a one-on-one interview situation both in the context of money and with just numbers. The data revealed an alignment between the students' capacity to work with money and to work with numbers. This implies that money may be a useful context for beginning the development of number understanding and fluency in remote Indigenous contexts.It is widely accepted that teaching should build on what students already know and understand. In this study, 42 Aboriginal children in Grades 3 to 6 were posed a series of related questions on addition and subtraction. The question items were posed in a one-on-one interview situation both in the context of money and with just numbers. The data revealed an alignment between the students' capacity to work with money and to work with numbers. This implies that money may be a useful context for beginning the development of number understanding and fluency in remote Indigenous contexts.
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Conference Title
AARE 2010 Conference Proceedings
Copyright Statement
© The Author(s) 2010. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference's website or contact the author.
Subject
Aboriginal and Torres Strait Islander Education