Authority and esteem effects of enhancing remote Indigenous teacher-assistants’ mathematics-education knowledge and skills
Authority and esteem effects of enhancing remote Indigenous teacher-assistants’ mathematics-education knowledge and skills
31st Annual Conference of the International Group for the Psychology of Mathematics Education
- Author(s): Baturo, Annette R., Cooper, Thomas J., Doyle, Katherine M.
- Secondary Author(s): Woo, J. H., Lew, H. C., Park, K. S., Seo, D. Y.
- Published: 2007
- Publisher: Seoul National University
Abstract: The interaction between Australia's Eurocentric education and the complex culture of remote Indigenous communities often results in Indigenous disempowerment and educational underperformance. This paper reports on a mathematics-education research project in a remote community to support Indigenous teacher assistants (ITAs) in mathematics and mathematics tutoring in an attempt to reverse Indigenous mathematics underperformance. It discusses teachers' and ITAs' power and authority within school and community, describes the project's design, and summarises the project's results in terms of affects and knowledge. It draws implications on the relation between ITA professional development (PD), affect, esteem, knowledge, authority, teacher-ITA partnerships, and enhanced Indigenous mathematics outcomes.
- Urls: https://eprints.qut.edu.au/14625/, http://lsd.linux.cz/pub/muni.cz/EMIS/proceedings/PME31/index.html
- Publisher Location: Seoul - Korea
- Keywords: Remote community, rural community, indigenous education, indigenous mathematics teaching, teacher education, teacher training, teacher aid, Indigenous tutors, Indigenous teacher aides, teacher, tutor relationship, Indigenous student needs