Mathematics Education and Torres Strait Islander Blocklaying Students: The Power of Vocational Context and Structural Understanding
作者： Annette R. Baturo , Elizabeth Duus , Thomas J. Cooper , Bronwyn F. Ewing , Kaitlin M. Moore
DOI:
关键词: Reform mathematics 、 Vocational education 、 Indigenous 、 Everyday Mathematics 、 Pedagogy 、 Math wars 、 Core-Plus Mathematics Project 、 Engineering 、 Connected Mathematics 、 Mathematics education 、 Philosophy of mathematics education
摘要: Torres Strait Islanders (TSIs) are Australian Indigenous people whose lands comprise the Islands between Australia and Papua New Guinea. As a consequence of past government policies, they share with Aborigines social disadvantages (Fitzgerald, 2001) that lead to mathematics underperformance limit education, employment life chances. This paper reports on an action-research collaboration our research team vocational teacher enable mathematically-underachieving TSI adult students meet requirements blocklaying course. It discusses mathematics, describes theories behind VET Project findings collaboration, reinforces importance contexts structural understanding (Sfard, 1991) when teaching mathematics.
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