First language delivery of mathematics lessons in remote Indigenous schools
What is it about?
This paper describes a project where a linguist and a mathematics teacher worked with paraprofessional Indigenous (Yolŋu) teachers to determine an effective language for teaching mathematics in two remote (NorthEast Arnhem) Indigenous schools. The role of language in mathematics is explored and the first language (Yolŋu Matha) use by both teachers and students is examined in the context of the maths ideas it addresses.
Why is it important?
Remote Indigenous students constitute one of the lowest performing cohorts in National and International numeracy tests. Allowing students to learn mathematics in their own language may contribute significantly to changing this. Observations during this project revealed students were able to engage in first language discussions and negotiations with their teacher (a Yolŋu paraprofessional) and each other concerning their own mathematics learning and meaning making.