Make it Count Healesville Cluster

1. Make It Count: Connecting
Mathematics with Aboriginal Culture
Brad Jarro Kate Naughtin Dr. Chris Matthews

2. Rationale
 Effective teaching of mathematics ensures that students
are able to connect, be engaged and build on what
students know from their experiences (Sullivan, 2011)
 Aboriginal and Torres Strait Islander students need
opportunities to see where their Aboriginality and
mathematics come together (Matthews & Morris, 2011)
 The mathematics curriculum should build on aspects of
traditional culture and utilize contexts (Stanton, 1994)

3. Implementation
 In 2010, the Nerang Cluster held a culture and
mathematics camp to build and connect both
maths and Cultural Identity in Indigenous students.
Many Aboriginal and Torres Strait Islander Elders,
leaders and other role models (Dr Chris Matthews)
played a significant role in the camp.
 In 2012, with the support of Chris Matthews and
the work of the Nerang cluster, the Healesville
Cluster ran a Big Day Out at Worawa Aboriginal
College where students participated in a day to
integrate cultural activities and mathematics.

4. The Context – Nerang Cluster
• 4 schools from the Gold Coast (Nerang) and 1 from Ipswich
(west of Brisbane)
• Schools invovled are;
• William Duncan State School
• Nerang State Primary School
• Gilston State Primary School
• St Peter Claver College
• Nerang State High School
• Each school has different numbers of Indigenous students –
St Peter Claver College has 60 out of 1000 who identify as
either Aboriginal or Torres Strait Islander
• Mixed socio-economic areas

5. Nerang Cluster
 Project in Review:
 Major events included;
 2009 – Cultural Awareness Training for all staff in each school
and some staff trained in First Steps Mathematics
 2010 – Maths and Culture Camp at Gold Coast
 2011 – Maths day at the Gold Coast Titans Centre of
Excellence
 2012 – PD Conference for all Maths Teachers at the Gold
Coast which included keynote speakers, workshops and social
activities for staff

6. Nerang Cluster – Maths and Culture Camp
 3 Day Camp which involved students from all schools within
the Cluster from Years 3 to 9
 Elders, Role Models, Community Members and School Staff all
involved in the Camp
 Mixture of Cultural, Maths and Outdoor Activities
 Cultural and Maths activities included;
 Dance / Algebra Activity –
 Gunyah making – measurement and angles
 Maths trail at the Currumbin Wildlife Sanctuary –
 Various Cultural Activities – yarning with Elders, Art,
Boomerang throwing, Didge playing

7. Nerang Camp – Maths and Culture Camp
 Preparation for the camp was quite involved
 Our Cluster employed the services of a Community
Liaison worker who organised most of the camp.
 It involved numerous meetings with staff from each
school
 Consultation with Elders, Chris and other
community members

8. The Context - Healesville
 60km North-East of Melbourne
 Population 7,000
 10% Aboriginal or Torres Strait Islander
 Two primary schools: Badger Creek and Healesville
 Two high schools: Healesville High School, Worawa Aboriginal
College
 Local Employment is sourced from: Sawmilling, tourism and
viticulture
 Mixed socio-economic area

9. Make It Count - Healesville Cluster
 Project in review:
 Maths PL for teachers
 Cultural awareness training at Monash University and
Worawa Aboriginal College
 Funding for maths resources, intervention programs
such as GRIN and QuickSmart Numeracy
 Big Day Out excursion
 Teacher reflection PL

10. Big Day Out - Goals
 To engage students in a day of cultural activities and
maths
 To give students an opportunity to explore mathematics
and its relationship to cultural activities
 Professional Learning for teachers to see in action new
ways in context
 To bring local elders, members of the community,
teachers and students together, building on those
relationships

11. The Big Day Out - Organisation
 60 students rotated in groups of 15 accompanied by
3-4 teachers
 Each activity ran for 40 minutes
 Students completed an evaluation form at the end
of the day, will have a day of reflection late October
 Two local elders and another local Aboriginal
community member were involved on the day
 All instructors were supported by a teacher

12. Big Day Out - Preparation
 Cultural awareness training
 Maths Professional Development on Context-based
learning
 Meeting with local elders
 Devising activities with Chris Matthews, local elders
and staff at Worawacollege
 Next steps: Teacher’s will participate in a reflection
day to record significant episodes from the day out

13. Big Day Out – Activities
Maths in nature using iPADs

14. Big Day Out – Activities
Mathsin basket weaving and building a humpy

15. Big Day Out – Activities
Maths in art

16. Big Day Out – Activities
Maths in sport

17. Big Day Out - Reflection
One teacher commented that it was the first time all year that one
of her students had completed a task:
“I was thrilled to see (student) completing all the day’s activities. He
is a shy student who lacks confidence in class discussions but at the
Big Day Out he went and introduced himself to other Aboriginal
people and had a huge smile on his face all day.”