Improving Numeracy Outcomes for Young Australian Indigenous Children
This chapter provides research-based evidence on successful approaches to improving learning opportunities, particularly in early numeracy, for young Australian Indigenous children. A series of studies (Papic et al. in J. Res. Math. Educ., 42(3), 237–268,
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Introduction This chapter provides research-based evidence on successful approaches to improving learning opportunities, particularly in early numeracy, for young Australian Indigenous children. A series of studies (Papic and Mulligan 2007; Papic et al. 2011) focused on developing children’s early algebraic and mathematical reasoning skills and teachers’ pedagogical and mathematical content knowledge (Hill et al. 2008) through on going, supportive professional development will be presented. Two initial studies informed the development of the Patterns and Early Algebra (PEAP) Professional Development (PD) Program, an Australian Research Council Linkages project1 2011–2013. PEAP PD advances young children’s patterning, early algebraic and mathematical thinking skills, working towards the broader goal of closing the gap in numeracy achievement for Indigenous children in rural and regional early childhood settings. National statistics highlight the unacceptable levels of disadvantage faced by Indigenous Australians in living standards, life-expectancy, education, health and employment (Australian Government 2009). Australian Indigenous children aged 0– 14 years make up 39 % of the Australian Indigenous population. According to the National Report on Schooling in Australia (Ministerial Council on Education, Employment, Training and Youth Affairs, MCEETYA 2008), literacy and numeracy results for Indigenous students are consistently below the national average, especially in remote areas; only forty-seven percent of Indigenous Australian children in year 7 are achieving results at the benchmark for numeracy (p. 29). In the early
1 ARCLP110100553 (2011–2013). Papic, M., Mulligan, J., Highfield, K., McKay-Tempest, J., Gar-
rett, D., Mandarakas, M., and Granite, E. M.M. Papic (B) Macquarie University, Sydney, Australia e-mail: [email protected] L.D. English, J.T. Mulligan (eds.), Reconceptualizing Early Mathematics Learning, Advances in Mathematics Education, DOI 10.1007/978-94-007-6440-8_13, © Springer Science+Business Media Dordrecht 2013
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childhood years Indigenous children are less likely to participate in preschool programs than non-Indigenous children and they have higher rates of absenteeism in primary school (Frigo et al. 2004). Poor educational outcomes of Indigenous children in later years of schooling are indicative of inadequate educational progress in the early years of schooling (Adams 1998, p. 8). For the first time in our history, the Australian Government has set specific targets to address Indigenous disadvantage (Australian Government 2009). Suitable educational opportunities not just in literacy and numeracy but also in developing skills and attitudes for lifelong learning play a critical role in achieving these targets, particularly in the early years. Children’s learning experiences in the early years play a crucial role in setting foundations for lifelong learning (Clements and Sarama 2007). The development and evaluation of appropriate programs to promote literacy and nume
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