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

Elizabeth Warren; Tom J. Cooper; Annette Baturo

doi:10.1017/S1326011100600856

Authors

Elizabeth Warren School of Education, Australian Catholic University, McAuley Campus
Tom J. Cooper School of Mathematics, Science and Technology Education, Queensland University of Technology
Annette Baturo School of Mathematics, Science and Technology Education, Queensland University of Technology

DOI:

https://doi.org/10.1017/S1326011100600856

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.

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