3. Plan

Standard 3: Plan

Plan for and implement responsive mathematics pedagogy for Indigenous learners that is culturally, academically and socially inclusive: be intentional, be responsive, be effective. All students will benefit.

Each of the Cluster Findings below has examples of Cluster people 'in action' - such as teacher stories - which bring the Cluster Findings to life. A PDF of each story can also be downloaded.

Cluster finding 3.1: Experiences

Design mathematical learning experiences that have family and community significance.

Cluster finding 3.2: Learning goal

Practice explicit and scaffolded teaching with a defined and planned learning goal for each lesson that is shared with students to orient them to the learning.

Cluster finding 3.3: Language

Explicitly teach learners mathematical language and symbols so they can articulate and represent
what, how and why they are learning and understanding.

Cluster finding 3.4: Resilience

Explicitly help learners develop and maintain positive attitudes to mathematics. Develop positive dispositions, resilience, and skills that equip learners to solve problems whatever the context.

Cluster finding 3.5: Framework

Have a theoretically informed framework that enables teachers to plan authentic and meaningful learning with the flexibility to take advantage of “teachable moments”. Be aware that a research-based, locally tailored program that is flexible and responsive to local contexts and students delivers higher outcomes than imported commercial programs.

Cluster finding 3.6: Student voice

Realise that responsive mathematics pedagogy builds on student voice, recognition of diverse ways of learning mathematics and connection to worlds beyond the classroom (both local and non-local).

Cluster finding 3.7: Kinaesthetic

Use kinaesthetic pedagogical practices as a point of entry to abstract mathematics knowledge.

Cluster finding 3.8: Pathways

Include multiple pathways and approaches to learning that allow students to investigate a range of mathematical concepts and methods and strategies.

Cluster finding 3.9: Narrative

Use narrative and discussion to allow students to feel personally connected to the mathematics.

Cluster finding 3.10: Backward map

Backward map the learning sequence. Begin with the outcomes and final product that will go home to parents/family/community and then backward map the process and progression of knowledge.