Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-12-01T04:50:10.112Z Has data issue: false hasContentIssue false
  • English
  • Français

Indigenous Students and Mathematics: Teachers’ Perceptions of the Role of Teacher Aides

Published online by Cambridge University Press:  19 February 2016

Elizabeth Warren ,
Tom J. Cooper  and
Annette Baturo
Elizabeth Warren
Affiliation:
School of Education, Australian Catholic University, McAuley Campus, PO Box 456, Virginia, Queensland, 4014, Australia
Tom J. Cooper
Affiliation:
School of Mathematics, Science and Technology Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Queensland, 4059, Australia
Annette Baturo
Affiliation:
School of Mathematics, Science and Technology Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Queensland, 4059, Australia
Get access

Abstract

This study examined teachers’ perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers’ perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 33 , 2004 , pp. 37 - 46
Copyright
Copyright © The Author(s) 2004

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

Barnes, A. L. (2000). Learning preferences of some Aboriginal and Torres Strait Islander students in the veterinary program. The Australian Journal of Indigenous Education, 28(1), 8–16.Google Scholar
Beresford, Q. (2001). Policy and performance: Aboriginal education in Western Australia in the 1990’s. Australian Journal of Education, 45(1), 23–34.Google Scholar
Bucknall, G. (1995). Building bridges between Aboriginal and Western mathematics. The Aboriginal Child at School, 23(1), 22–31.CrossRefGoogle Scholar
Christie, M. (1994). Aboriginalising post primary curriculum. The Aboriginal Child at School, 22(2), 86–94.Google Scholar
Clarke, M. (2000). Direction and support for new non-Aboriginal teachers in remote Aboriginal community schools in the Northern Territory. The Australian Journal of Indigenous Education, 28(2), 1–8.Google Scholar
Collins, G. (1993). Meeting the needs of Aboriginal students. The Aboriginal Child at School, 21(2), 3–16.CrossRefGoogle Scholar
Cooper, T., Baturo, A., Doig, S. & Warren, E. (2004). Young white teachers’ perceptions of mathematics learning of Aboriginal and non-Aboriginal students in remote communities. Proceedings of the 28th conference of the international group for the psychology of mathematics education, 1, 239–246. Berben: Bergen University CollegeGoogle Scholar
Courtney, F. (1984). Profile: Betty Wright Aboriginal teachers’ aide. The Aboriginal Child at School, 12(5), 3–6.Google Scholar
Day, A. (1996). Fusing the talents of Indigenous Australians. Darwin: Department of Education.Google Scholar
Eckermann, A. K. (1981). Are you copping out? Polycom, 28, 20–21.Google Scholar
Eibeck, A. (1994). Student teacher perspectives: Teacher attitudes towards Aboriginal children. The Aboriginal Child at School, 22(4), 19–22.Google Scholar
Fanshawe, J. P. (1999). Warmth, demandingness, and what else?: A reassessment of what it takes to be an effective teacher of Aboriginal and Torres Strait island children. The Australian Journal of Indigenous Education, 27(2), 41–46.CrossRefGoogle Scholar
Fitzgerald, D. (1981). Toward an Aboriginal teaching service. Polycom, 29, 11–12.Google Scholar
Gibson, I. (1994). Preparing teachers for rural education settings in Australia. Issues of policy practice and quality. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.Google Scholar
Gledhill, R. (1989). Structures of discourse: Some implications for teachers of Aboriginal children. The Aboriginal Child at School, 17(4), 3–10.Google Scholar
Graham, B. (1988). Mathematical education and Aboriginal children. Educational Studies in Mathematics, 19, 119–135.Google Scholar
Greenberg, B. (1967). Review of literature relating to the use of nonprofessionals in education (from 1942 to 1967). ED024855.Google Scholar
Howard, P. (1995). Listening to what people have to say about mathematics: Primary mathematics and the thoughts of one Murri student. The Aboriginal Child at School, 23(2), 1–8.Google Scholar
Jarred, A. (1993). English language and numeracy program for Aboriginal students. In Best practice in Aboriginal and Torres Strait Islander education. Proceedings of the Conference Canberra, Australian Capital Territory, Australia, 17–18 November. Canberra: The National Languages and Literacy Institute of Australia Limited.Google Scholar
Lowell, A., Budukulawuy, , Gurimangu, , Maypilama, , & Nyomba, (1995). Communication and learning in an Aboriginal school: The influence of conductive hearing loss. The Aboriginal Child at School, 23(4), 1–7.Google Scholar
Maratos, J. (1998). Reflections on an Aboriginal homework centre: Progressive pedagogies and ethnomathematics. The Australian Journal of Indigenous Education, 26(2), 1–5.Google Scholar
McDonald, G. (2001). What can age by grade tell us about education in Australia? The Australian Educational Researcher, 28(1), 81–105.CrossRefGoogle Scholar
Meanmore, D. (2001). Uniformly testing diversity?: National testing examined. Asia-Pacific Journal of Teacher Education, 29(1), 19–30.Google Scholar
Queensland Indigenous Education Consultative Body (QIECB). (2003). Position paper on schooling and teacher education. Brisbane: Queensland Indigenous Education Consultative Body.Google Scholar
Roberts, T. (1999). Mathematics registers in Aboriginal languages. For the Learning of Mathematics, 18(1), 10–16.Google Scholar
Schwab, R. G. (1996). Having it both ways: The continuing complexities of community-controlled Indigenous education. Canberra: Centre for Aboriginal Economic Policy Research, Australian National University.Google Scholar
Shnukal, A. (2002). Some language-related observations for teachers in Torres Strait and Cape York Peninsula schools. The Australian Journal of Indigenous Education, 30(1), 8–24.Google Scholar
Smith, A. (1997). Becoming expert in the world of experts: Factors affecting Aboriginal and Torres Strait Islander participation and career path development in Australian universities. The Australian Journal of Indigenous Education, 25(2), 1–6.Google Scholar
Valadian, M., & Randell, A. (1980). Aboriginal and Islander teacher aide in-service program: Report on the QAITAD project, 1977–78. The Aboriginal Child at School, 8(2), 22–35.CrossRefGoogle Scholar
Walkerdine, V. (1990). Difference, cognition, and mathematics education. For the Learning of Mathematics, 10(3), 51–56.Google Scholar