Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school

Conference item

Gervasoni, Ann, Hart, Alis, Croswell, Melissa, Hodges, Lesley and Parish, Linda. (2011). Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 306 - 314
AuthorsGervasoni, Ann, Hart, Alis, Croswell, Melissa, Hodges, Lesley and Parish, Linda
Abstract

As part of the Bridging the Numeracy Gap Project, four Catholic schools in the Kimberley appointed Key Aboriginal Teaching Assistants in Numeracy who, along with a classroom teacher from the school, participated in a 6-day professional learning program aimed at developing their mathematics teaching and leadership. At the end of 2010, audio-taped conversations took place to gain insight about the impact of the Project on learning and teaching mathematics at the school. Analysis of these data demonstrated that Aboriginal Teaching Assistants had clear views about the positive impact of project and of how to improve Aboriginal students‟ opportunities to learn mathematics at school.

Year2011
PublisherAAMT and MERGA
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1677
Open accessOpen access
Publisher's version
Page range306 - 314
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ. Clark, B. Kissane and J. Mousley
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