Mathematics as Storytelling

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 MATHEMATICS AS STORYTELLING


Teaching mathematics effectively can be challenging. When you add in a number of different ethnic cultures into the classroom it can be even more difficult. According to the QLD Curriculum & Assessment Authority, culture affects the ways mathematics is learned (QCAA, 2020). Bishop (1988) states that the school curriculum needs to be adjusted to suit the multi-cultural nature of societies, as there is an alarming number of children from minority groups failing, and the current curriculum is generally suited to the ‘home’ culture.

In Australian classrooms, in particular in the Northern Territory, there are a lot of Aboriginal and Torres Strait Islander students. Within the Northern Territory, approximately 25% of enrolled students are First Nations people (ABS, 2021). Research completed by Jorgensen in 2010 found secondary school attendance by Indigenous students is low. Therefore, it is important to provide curriculum that is able to be picked up over a number of sequential lessons, so students don’t fall too far behind if they miss a lesson.

Another consideration for different cultures of the students is some cultures do not take into comprehension the specifics of large numbers (Jorgensen 2010). Therefore, asking a student to find the rate per 1,000,000 may seem to be an impossible task, and would need to be scaffolded into clearer steps for understanding to occur.  

According to the NSW education department, there are six key pedagogical principles for the effective teaching of mathematics. These include:

  1.         Articulating goals
  2.         Making connections
  3.         Fostering engagement
  4.         Differentiating challenges
  5.         Structuring lessons
  6.         Promoting fluency and transfer

Dr Mathews from the Quandamook Nation argues that most students only experience mathematics in its abstract form, and do not experience and appreciate the cycle of abstraction and critical reflection (QCAA, 2020).

 


Dr Mathews believes students can develop mathematical understanding by:

·    Choosing a particular part of reality
·     Creating an abstract representation of real-life situations
·     Use mathematics in abstract form to communicate ideas
·     Critically reflect on the mathematical representation.

(QCAA, 2020).

Dr Mathews developed the pedagogical approach called Maths as Storytelling (MAST). This approach focuses on stories and explores how symbols and meanings can communicate stories.

This pedagogical strategy is similar to Mathematical modelling.

Mathematical modelling is a great way to teach a mathematical unit as it can enhance a student's learning by providing them with the skills to solve real-life problems. As stated by Natalie in our interview, she uses algebra every day in her personal and professional life, however when at school she didn’t see the importance of it as it was just “boring maths problems on a board”.

By combining the findings of Dr Mathews and both the QLD and NSW education departments and taking into consideration the impact different cultures can have on learning as stated above, we can develop lesson plans that would be inclusive for all students, and help further develop their learning. 

In the next blog, we will look at using what we learned here to create class activities for a diverse classroom.

 


References

ABS. (2021). 2021 Northern Territory, Census All persons QuickStats | Australian Bureau of Statistics. Abs.gov.au. https://abs.gov.au/census/find-census-data/quickstats/2021/7

Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191. https://doi.org/10.1007/bf00751231

Cheng, A. K. (2018). Mathematical Modelling for Teachers. Routledge. https://doi.org/10.4324/9781351247979

Jorgensen, R. (2010). Issues of social equity in access and success in mathematics learning for Indigenous students. Teaching Mathematics? Make It Count: What Research Tells Us about Effective Teaching and Learning of Mathematics, 1(1).

QCAA. (2020). Mathematics as story telling. Qld.edu.au. https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander-perspectives/resources/mathematics-storytelling

Standards, E. (2022, April 22). Mathematics pedagogy and practice. Education.nsw.gov.au. https://education.nsw.gov.au/teaching-and-learning/curriculum/mathematics/leading-mathematics-k-12/k-2-mathematics-research-toolkit/mathematics-k-2-pedagogy-and-practice

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