Presentation by Make It Count Cluster Coordinator Kate Naughtin and critical friend Professor Peter Sullivan

1. Getting Indigenous Student Ready for
Mathematics Classes
Kate Naughtin
Healesville Primary School
Peter Sullivan
Monash University

2. Program rationale
 Some students are too far behind for the teacher to catch
them up
 Classrooms are complex and the cognitive load is usually
too much for students who are behind to know what to
focus on
 Classrooms are social spaces and
students want to feel that
they can cope
 Performance avoidance and other
issues prevent students from
contributing to class discussions

3. Program Goal
 The Getting Ready In Numeracy (GRIN) program aims to
prepare students for their next mathematics class

4. The program
 A tutor works with a small group of students prior to their
class to prepare them for their subsequent mathematics
classroom experiences

5. The Intervention
 In the 15 minute intervention the tutor:
 Recaps the previous lesson
 Isolates the key language and resources for
the upcoming mathematics lesson
 Promotes positive student behavior for the
mathematics classroom
 Does NOT teach the lesson content

6. GRIN and Make It Count
 As part of the Make It Count initiative the Healesville
Cluster implemented the GRIN program

7. The Healesville context
 60km North-East of Melbourne
 Population 7,000
 10% Aboriginal or Torres Strait Islander
 Sawmilling, tourism and viticulture
 Mixed socio-economic area
 Home of the Coranderrk Aboriginal Mission
1863-1924

8. GRIN in the Healesville Cluster
 Two primary schools: Badger Creek and Healesville
 Small groups of 2-3 students
 2-3 groups at each school
 Tutors are existing Teacher’s Aides
and members of the community
 Groups consist of both Indigenous
and non-Indigenous students
 Grades 1,2 and 3

9. GRIN in the Healesville Cluster
 Induction for teachers and tutors
 Teacher meets with tutor weekly to provide a plan,
supported by daily interactions
 Students meet with the tutor 4-5 times per week, usually in
the morning for 15 minutes

10. Responses from teachers
 Teachers noted benefits for the
participation of students, their
confidence and their engagement:
‘…with the GRIN…it allows him to take it
slower and he can actually concentrate
more and hear what's being said. So, in
class, instead of shutting down …
because he just misses it, he's able to
participate.’
 Teachers even commented on ways
that the program assists them to direct
their own teaching. Because they feel
accountable to the tutor.

11. Responses from tutors
Tutors commented on the importance of relationship building and how
they felt GRIN supported students:
‘It’s like the children get a sneak
preview of each day’s maths activity …I
just think it’s great that the kids have the
opportunity in the G.R.I.N. program to
actually meet all the maths they were
doing in the classroom, because the
more one to one and the more
opportunities to explore those maths
concepts the better chance they have
of gaining those essential skills’

12. Some quantitative data
 NAPLAN 2012
 Two students sat the NAPLAN exam
 Both students performed below the state average in the
literacy areas
 One student performed at state level for Numeracy
Her teacher commented:
‘…she is doing well on all of her maths topics tests. She really
benefits from a bit of extra help. It just shows that this type of
tutoring really works for her.’

13. A story from Jason (IEU)
 Having had contact with the previous cohorts of enabling
program students I had seen first hand the consequence of
students having their confidence shattered by very poor results
in maths. These results and the negative experience they
created inevitably led to the students questioning whether they
were cut out for the program and certainly contributed to
withdrawals from the program.... suggested that we hold the
tutoring sessions before the students attended class. This
approach has made the tutoring program we run a proactive
measure that better equips the students for their coming
lessons. This is in stark contrast to the usual reactive approach
which tries to fill gaps in knowledge and which in worst case
scenario seeks

14. A story from Jason (IEU) cont.
 to restore shattered confidence before anything at all can be
taught or learnt. Giving the students a chance to create a
foundation to build upon in class has genuinely revolutionised
the students approach to the unit and to their studies more
generally. This approach has markedly reduced anxieties and
concern amongst the students and has created a far more
positive attitude within our cohort of students that has
contributed to an overall lift in confidence and self belief.
Importantly the shift in approach suggested ... has translated
into our first ever cohort of students that have passed the maths
unit comfortably with distinction averages.