Reflections on an Aboriginal Homework Centre: Progressive Pedagogies and Ethnomathematics
DOI:
https://doi.org/10.1017/S1326011100001836Abstract
Students' social backgrounds, their cognitive development at school and its assessment are three inter-related educational issues. They apply as much to mathematics as any other subject. The history of mathematics education has been largely one of formal pedagogies justified by decontextualised knowledge and skills. This presents a significant challenge for educators who advocate learner-directed pedagogies which contextualise knowledge and skill. This is also a major issue for Aboriginal education, where students' social backgrounds engender unique educational needs. The following article reflects on some recent research and identifies some specific implications for an Aboriginal homework centre.
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References
Bennett Neville , Jordan Joyce , Long George and Wade Barbara ( 1976). Teaching Styles and Pupil Progress. London: Open Books.
Boaler Jo ( 1997). Experiencing School Mathematics: Teaching Styles, Sex and Setting. Buckingham, UK: Open University Press.
Bucknall Gwen ( 1995). ‘ Building bridges between Aborigines and Western mathematics’. The Aboriginal Child at School 23( 1): 22– 31.
Golomb Solomon W. ( 1998). ‘ mathematics forty years after Sputnik’. The American ScholarSpring: 89– 100.
Potter Catherine ( 1994). ‘ Mathematics and Aboriginality’. The Aboriginal Child at School 22( 1): 3– 11.
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Copyright (c) 1998 The Author(s)
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