Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-30T19:58:49.051Z Has data issue: false hasContentIssue false
  • English
  • Français

Language and Mathematics in Some Aboriginal Classrooms

Published online by Cambridge University Press:  22 July 2015

Beth Graham
Get access

Extract

Classroom talk often consists of teachers’ questions and commands and children’s responses or answers. While this may not be the best approach to learning it is nevertheless very common. In this paper, some of the talk that occurred in some Aboriginal classrooms (Graham, 1987) has been examined to see just what children were saying (and therefore thinking) and if teacher talk was focusing on the things children need to know if they are to learn mathematics more effectively in school. To begin with let us look at what some children are saying and therefore meaning as they respond to teachers’ questions.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 16 , Issue 1 , March 1988 , pp. 27 - 34
Copyright
Copyright © Cambridge University Press 1988

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

BIBLIOGRAPHY

Graham, B. (1987): Language and Mathematics in the Aboriginal Context: A Study of Classroom Interactions about Addition in the Early Years. Unpublished M.Ed research paper, Deakin University, Victoria.Google Scholar
Northern Territory Department of Education (1982a): Mathematics in Aboriginal Schools: Transition. Darwin.Google Scholar
Northern Territory Department of Education (1982b): Mathematics in Aboriginal Schools: Stage 1. Darwin.Google Scholar