Assignment Help on Mathematics Learning and Teaching
February 13th 2008 is marked as the historical day as the then Prime Minister Kevin Rudd confessed, “Apology to the Stolen Generations” the unfair treatment to original natives of Australia. This historical event in the history of Australia, a pledge was made that “six ambitious targets to close the Gap between Native and Non- Native Australians” (Deevar, n.d., para. 2). Referring the main idea of this report is the goal of the all Australian Governments of “Native Mathematics Education” having support of Council of Australian Governments’ “National Indigenous Reform Agreement” referring (COAG, 2008, p.1) that halve the gap in reading, writing and numeracy achievements for native children within a decade”. This report portrays some of the key factors of enhancing improving efforts of Native Primary School students.
Multiple logics have been portrayed to prove the worth of this aspect for mathematics education.
Initially, slow progress in learning is considered as the main factor in enhancing the educational results of the Native Australians. The terms ‘numeracy’ and ‘gap’ might create some deviation in understanding on this stage. The same will be defined in “Definition of Issue and Themes.”
Furthermore, classes should be conducted having same academic syllabus following the same teaching methods. Each individual student in these classes of same pattern would be treated and focused equally. Conducting the classes in the same pattern was due to two main purpose, firstly to sense the academic requirements of the students, secondly the competency of the teachers of fulfilling those requirements. Considering the same requirements of Native students a series of action taken will be further reviewed in “Review and Analysis of Literature.”
To be more precise my inadequate knowledge regarding the Native education issues, persuaded me to further investigate the concerned topic. To overcome my inadequate knowledge, in the previous semester I engaged myself with Native Peoples and Cultures undergraduate unit. In continuation of “closing my gap”, I destined myself for Indigenous Mathematics Education, as in my opinion it was the most suitable route for further investigation. The course of collecting information in the making of this report provided me ample knowledge of Indigenous education issues. Regarding my future of teaching mathematics will be referred in “Implication and Conclusions.”
The same report should not be considered as a solution to halving the gap in numeracy achievement, rather this report is meant to highlight a series of actions that could aid in improving Indigenous multiple achievements.
Defining Motifs and Problems:
Using some stipulations in the research questions may cause deviation in defining exact definition. The same stipulation may be referred as the “gap” and ”numeracy achievement”.
The most common definition of the gap may be referred as the “percentage of Indigenous and non-Indigenous students qualifying for the average standards in Reading, Writing and Numeracy” (COAG Reform Council, 2011b, p.2). whereas Indigenous students are visibly less in number that qualifies for the average standard. To be more specific the heading “gap” is coordinated with “numeracy achievement”.
During the current era NAPLAN (National Assessment Program – Literacy and Numeracy) data has been consumed as the foundation for grading the gap. The annual NAPLAN data is considered to highlight the advancement in “halving the gap” by the year 2018. In reference to this report the term “numeracy achievement” will portray the NAPLAN test results data.
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