The Numeracy, Mathematics and Indigenous Learners conference provided a showcase for schools and an opportunity to discuss achievements, challenges and strategies forward:
On Days 1 and 2 of the conference, outstanding classroom practitioners who had been nominated by various systems from all states and territories in Australia showcased their current practice in 30 minute presentations – the Showcases of Practice. From the outset teachers were encouraged to co-present with Aboriginal and Torres Strait Islander Educators1 (AEs) and researchers who might
be working with them. In many schools AEs play an important and significant role in the education of Aboriginal and Torres Strait Islander students and with the formation of relationships between teachers and families – two crucial aspects to improving teaching and learning outcomes.
The ongoing development of pedagogy is equally vital and that the rigour in doing this is well served with a collaboration between, and support from, experienced researchers. Hence, a number of academic researchers were also involved in presentations.
Following each Showcase, conferees were asked to distil what had been presented, with a view to identifying the critical messages, as well as the implications for policy and practice. Arising from this process of distillation, it was envisaged that a range of insights into current practices in mathematics teaching and learning for Aboriginal and Torres Strait Islander learners would emerge. Issues could then be highlighted and suggestions for future action for improvement identified.
On Day 3 of the conference, participants took part in small group discussions on the six key themes in numeracy, mathematics and Aboriginal and Torres Strait Islander learners that conferees identified from the Distillation of Practice. These were:
- Community and school engagement
- Professional learning and pre-service
- Research and evidence
- School organisation and school change
- Responsive mathematics pedagogy
- Curriculum and assessment.
