creating your own symbols: beginning algebraic thinking with indigenous students

249-256.

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(Conference contribution), Current > QUT Faculties and Divisions > Faculty of Education, This work is covered by copyright. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards. (2007) >>endobj Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students. These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. 33 0 obj<< /Parent 2 0 R /Contents 34 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj

The Korea Society of Educational Studies in Mathematics, Korea, pp.

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Creating Your Own Symbols: Beginning Algebraic Thinking With Indige-nous Students. To understand the cultural aspects of mathematics, it is necessary to know what mathematics is. The Korea Society of Educational Studies in Mathematics, Korea, pp. Matthews, Chris, Cooper, Thomas, & Baturo, Annette (2007) Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students. Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education.

PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 3. Creating your own symbols: Beginning algebraic thinking with Indigenous students Christopher Matthews , Thomas Joshua Cooper , Annette R. Baturo Computer Science 4 0 obj<>stream Baturo, Annette R. Griffith University Author(s) Matthews, Christopher J. Current student For information about this conference please refer to the publisher's website or contact the authors. x��=]��qE��=��ݙ��#��dqAq!�� &ǖ��/RX�1Ov��e�J�C�~��GRe�T�03��5=��]��ߟ~�mX��O��/~��5�_��W�``�V��՟O��!=Wk�[o�N��mn4*��n�p�~�:j4L�B�9n��z�n6ڴ��9iBk��=��:ջͪ�BW��^^. ‘Creating your own symbols: Beginning algebraic thinking with Indigenous students’ by C Matthews, A Baturo and T Cooper (2005) Australian Aboriginal one-hand counting system. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education. Dublin Core Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students .
Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. 29 0 obj<< /Parent 2 0 R /Contents 30 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj CREATING YOUR OWN SYMBOLS: BEGINNING ALGEBRAIC THINKING WITH INDIGENOUS STUDENTS 1 Chris Matthews *, Tom J Cooper** and Annette R Baturo** Griffith University Brisbane, Australia* / Queensland University of Technology, Brisbane, Australia** Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group … | item control page, Chapter in Book, Report or Conference volume This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations.

This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations. This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations. It discusses effective Indigenous mathematics teaching, describes the MAST approach, analyses it in terms of Ernest's (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning. Some works are not in either database and no count is displayed. 3 0 obj<< /Parent 2 0 R /Contents [8 0 R 4 0 R ] /Rotate 0 /MediaBox [ 0 0 595 842 ] /Type /Page /Resources 7 0 R 3-vi PME31―2007 Melo, Silvana Martins & Pinto, Márcia Maria Fusaro 3-257 Exploring Students’ Mathematics-Related Self Image as Learners Metaxas, N. 3-265 Difficulties on Understanding the Indefinite Integral Misailidou, Christina 3-273 Detecting the Emergence and Development of …

249-256. It discusses effective Indigenous mathematics teaching, describes the MAST approach and analyses it in terms of Ernest’s (2005) semiotic processes, discusses applications of the approach, and draws implications for Indigenous mathematics learning. Metadata Show full item record.

The Geckos website provides an explanation of how to …

View/ Open. 13 0 obj<< /Parent 2 0 R /Contents 14 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education. 25 0 obj<< /Parent 2 0 R /Contents 26 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj BibTeX, Repository Staff Only: No further distribution permitted. EndNote This traditional Aboriginal counting system uses a base five or “one hand” number system. 9 0 obj<< /Parent 2 0 R /Contents 10 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj

Developing pedagogy that is centred on this cycle can lead to authentic mathematical literacy. It discusses effective Indigenous mathematics teaching, describes the MAST approach, analyses it in terms of Ernest’s (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning. Abstract.

| Cooper, Tom J . Figure 1 summarises Dr Matthews’ view on the fundamental question of the epistemology of mathematics. 2007. In Woo, J, Lew, H, Seo, D, & Park, K (Eds.)

Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. Numbers were often used on message sticks to invite neighbouring clans to events. 48136_1.pdf (280.1Kb) Author(s) Matthews, Chris. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. 17 0 obj<< /Parent 2 0 R /Contents 18 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. enquiries.

Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia. © The Author(s) 2007. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. The attached file is posted here with permission of the copyright owners for your personal use only. 21 0 obj<< /Parent 2 0 R /Contents 22 0 R /Rotate 0 /MediaBox [ 0 0 595 842 ] /Resources <> /Type /Page >>endobj Creating your own Symbols: Beginning Algebraic thinking with Indigenous Students. The count includes downloads for all files if a work has more than one. In Woo, J, Lew, H, Seo, D, & Park, K (Eds.) If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au.

Woo, J, Lew, H, Seo, D, & Park, K (Eds.)

This paper reports on a teaching approach (MAST) to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations.
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Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. Year published. 249-256. It discusses effective Indigenous mathematics teaching, ... Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia.

Culture affects the ways mathematics is learned. 7 0 obj<>endobj %�� The Korea Society of Educational Studies in Mathematics, Korea, pp. Matthews, Chris, Cooper, Thomas, & Baturo, Annette

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