Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program
Abstract:This research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtain… Show more
“…Education is always situated in a socio‐historical context, and thus, our attempts to understand what goes on in classrooms must do so in relation to historical and current events. History has the potential to shape actions through the embodiment of dispositions and practices, and cultural expressions rooted in an African legacy have been described across the diaspora (e.g., Akbar ; Nobles ) and applied to education (e.g., Boykin ; Makuwira ). Two such cultural dispositions that are associated with an African ethos are orality and communalism.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Orality refers to an oral tradition or a propensity for oral forms of communication that value both speaking and listening over text‐based communication (Smitherman ). Communalism, a disposition that is seen as central to the Afrocultural social ethos, represents a commitment to social connectedness (Makuwira ; Mbiti ) that is expressed in many ways. A review of a performance of the Soweto Gospel Choir illustrates this: South African choral music hinges on the interplay of a raw‐voiced soloist and the choir's luxuriant responses… The choir's more traditional South African songs didn't just harmonize behind the soloist.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Educators have increasingly recognized the link between culture and cognition, and have explained how cultural orientations and practices can be significant resources for learning in school, how existing competencies can serve the attainment of new ones, and how their inclusion can contribute to greater motivation of students. A growing body of work indicates that incorporating cultural ways into learning contexts can lead to greater engagement and improved learning (e.g., Boykin et al ; Makuwira ; Warren and Rosebery ). African dispositions and practices, however, are informed by systems of meaning that are distinct from those of the white minority who shaped the colonizing educational systems that are still in place in South African today.…”
New forms of classroom participation, envisioned as contributing to democracy, are advocated by the South African national curriculum. This paper investigates what form participatory science teaching can and should take in South Africa where the legacy of colonialism and apartheid remains and considers this question through the efforts of two pre‐service teachers who created new norms and forms of classroom participation. Findings demonstrate that extant and resonant cultural practices hold promise in promoting classroom engagement.
“…Education is always situated in a socio‐historical context, and thus, our attempts to understand what goes on in classrooms must do so in relation to historical and current events. History has the potential to shape actions through the embodiment of dispositions and practices, and cultural expressions rooted in an African legacy have been described across the diaspora (e.g., Akbar ; Nobles ) and applied to education (e.g., Boykin ; Makuwira ). Two such cultural dispositions that are associated with an African ethos are orality and communalism.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Orality refers to an oral tradition or a propensity for oral forms of communication that value both speaking and listening over text‐based communication (Smitherman ). Communalism, a disposition that is seen as central to the Afrocultural social ethos, represents a commitment to social connectedness (Makuwira ; Mbiti ) that is expressed in many ways. A review of a performance of the Soweto Gospel Choir illustrates this: South African choral music hinges on the interplay of a raw‐voiced soloist and the choir's luxuriant responses… The choir's more traditional South African songs didn't just harmonize behind the soloist.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Educators have increasingly recognized the link between culture and cognition, and have explained how cultural orientations and practices can be significant resources for learning in school, how existing competencies can serve the attainment of new ones, and how their inclusion can contribute to greater motivation of students. A growing body of work indicates that incorporating cultural ways into learning contexts can lead to greater engagement and improved learning (e.g., Boykin et al ; Makuwira ; Warren and Rosebery ). African dispositions and practices, however, are informed by systems of meaning that are distinct from those of the white minority who shaped the colonizing educational systems that are still in place in South African today.…”
New forms of classroom participation, envisioned as contributing to democracy, are advocated by the South African national curriculum. This paper investigates what form participatory science teaching can and should take in South Africa where the legacy of colonialism and apartheid remains and considers this question through the efforts of two pre‐service teachers who created new norms and forms of classroom participation. Findings demonstrate that extant and resonant cultural practices hold promise in promoting classroom engagement.
“…In reality the educational experiences of indigenous and minority people are impacted by their social and cultural disconnection with tertiary institutions, and there is a growing literature directed at understanding the reasons for this disconnection and how tertiary institutions must change to reflect a diverse and rapidly changing student community ( Hrabowski and Pearson, 1993 ; National Science and Technology Council, 2000 ; Hunt et al. , 2001 ; Levy and Williams, 2003 ; Barker, 2007 ; Guillory and Wolverton, 2008 ; Makuwira, 2008 ; Trenor et al ., 2008 ; Walters and Simoni, 2009 ; Bang and Medin, 2010 ; Biles and Biles, 2010 ; van der Meer et al ., 2010 ; Kugelmass and Ready, 2011 ; Metz et al ., 2011 ; Nakhid, 2011 ; Iverson and Jaggers, 2015 ).…”
Te Rōpū Āwhina (Āwhina), an equity initiative in a New Zealand university, aimed to produce Māori and Pacific science, technology, engineering, and mathematics professionals who contribute to Māori and Pacific community development and leadership. Standardized completion rates for 3-year undergraduate and 2-year postgraduate degree students were consistent with a positive Āwhina effect.
“…Indigenous people have a long history of low academic performance in schools, resulting in low educational levels. Some multicultural education theorists argue that it is the lack of culturaladaptive content and pedagogy that causes indigenous people to lose skills, attitudes, and knowledge needed to function well (LeCompte, 1987;Makuwira, 2008;Wilson, 1991).…”
This paper attempts to develop an intelligence-fair assessment tool to explore the intelligence profiles of 15 second grade Amis pupils. This study was conducted in an elementary school in Taiwan with a largely Amis population of lower socioeconomic status. The results illustrate that the most developed intelligence for eight pupils was musical intelligence and that most pupils in this class are also skilled at bodily-kinesthetic and linguistic intelligence. However, these second grade pupils did not have very highly developed interpersonal intelligences which traditionally stereotyped the capabilities of indigenous pupils. Furthermore, each student had his/her own unique intelligence profile. Do Amis pupils have a particular intelligence profile as a group? Or are their individual differences greater than their group similarities? It is recommended that future studies observe both the whole ethnic group and individual pupil's intelligence profile to help each pupil develop to their full potential.
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