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Murri Maths
Connecting to Country(Interactive Resource for Schools)
Murri Maths aims to be meaningful,
contextualised and localised
for North Coast Region.
Murri Maths builds on Yumi Deadly Maths;
• Apply evidence based research to support the achievements of Aboriginal and Torres Strait Islander students.
• Embed Place-based Histories and Cultures within the Mathematics Curriculum for all students.
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National Professional Standards for Teachers
•1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
•2.4 Understand, respect and implement Aboriginal and Torres Strait Islander histories and cultures within a place based approach
Current ResearchMorony’s Desktop Review of Mathematics: School Education Pedagogical Approaches and Learning Resources, (2015, p.3) suggests that teachers need to:
• Create and maintain a culture in schools that supports and expects teachers to consider and actively explore new ways of teaching and learning in mathematics as part of their everyday professional responsibilities.
Inquiry-based exploration…• emphasis is placed upon the importance of
context in curriculum and pedagogical design.
• consistent with research findings about the teaching of Aboriginal and Torres Strait Islander students and the role of contextgenerally (Lucas & Guy, 2013; Yunkaporta & Kirby, 2011).
For Aboriginal and Torres Strait Islander students…
• Maths should be socially connected and not
abstract or isolated (Silvester, 2011)
• A funds of knowledge approach to situate
mathematical knowledge from a specific cultural
context (Ewing, 2012, 2014)
• Cultural embedding inside games (Nyoni 2014)
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• The utilisation of Indigenous language (Lonsdale,
2013; Schafer 2010; De Vries, Young, & Warren,
2008)
• Kabi Kabi/ Gubbi Gubbi number and Mathematical
language words
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The role of place in learning has importance for our students.(Chinn, 2015; Restoule, Gruner, & Metatawabin, 2013; Silvester, 2011; Neel, 2010; Sterenberg, 2013; Sterenberg & Hogue, 2011; Sterenberg et al., 2010; Hertting & Alerby, 2009)
Relationships(Elders, Community, Family, School) (Lipka et al., 2011; Ewing, 2014, 2012)
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• Shifting from a problem based orientation toward a possibility focused cultural pedagogy (Nutti, 2013)
• A culturally appropriate learning environment (Ewing & Sarra, 2014)
• Embedded elements of cultural practice (Silvester, 2011), which emerge naturally from the communitywhere the teaching is occurring (Neel, 2010), is key to student learning.
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• Obligations to Land and Country• Richly symbolic, spiritual landscape • Relationships to the Land and custodianship for
care of Country • Aboriginal identity in a contemporary sense• Identity is defined by links to Country
Within First Nations, Country and Land-Links imply spiritual connection and identity
WHY ?
An Early Years Maths Garden encourages;
• Parents/families to have an equal partnership• Knowledge of culture to be shared• Trusting relationships to develop• Active, hands-on mathematical learning
which builds on children's strengths
Murri Maths is reflective of Uncle Ernie's
Pedagogical Framework which identifies six
areas to support planning within the
curriculum.
These are Land, Language and Culture, in the
context of Time, Place and Relationships.
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Dr Tyson Yunkaportas Pedagogy
Dr Chris Matthews CLOUD Framework
Traditional Countries within the North Coast Region
• Gubbi Gubbi/Kabi Kabi Undambi
• Jinibara Duungidjawu/Dungidjau
• Gooreng /Gurang
• Bailai/Byellee
• Tarebilang/Tarebelang, Bunda
• Butchella/Budjala/Badjula
• Wakka Wakka/Waka Waka
Joondaburrie/Joondaburri/Djindubari
Yugara /Yugerra/Jagara/Jagera
Yugarapul/Turrbal/Turubul/Churrabool/Toorabul
Ningy Ningy/Ninghi Ninghi
How can we utilise the current research and promising practices in the teaching of mathematics?
P-2 Maths Garden
Year 3 – Year 6 includes 20 examples• Early Years Maths Garden• Uncle Ernie Grants Framework• YuMI Deadly Maths Framework• Dr Tyson Yunkaportas 8 Ways• Connection to Country
Year 7 – Year 10, 10A includes 20 examples
The inclusion of culturally and contextually specific content, reflecting perspectives of First Nations Peoples as well as the continued use of active, meaningful situations of Mathematical learning for young people.
Sort,describeandnametriangles(ACMMG009)
Recogniseandclassify2Dshapesfocussingongeometricfeaturesofcornersandedges(ACMMG022)
Identifyanglesasmeasuresofturnandcompareanglesizesineverydaysituations(ACMMGO64)
Recogniseandclassifyfamiliar two-dimensional shapesand three-dimensional objectsusingobviousfeatures (ACMMG022)
Describethefeaturesof three-dimensional objects(ACMMG043)
Makemodelsofthree-dimensionalobjectsanddescribekeyfeatures(ACMMG065)
MurriMoneyClassEconomy
Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies including identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes (ACMMG088)
TheArtusedherehasbeenmodifiedwithpermissionfromGreggDreise,AboriginalArtist,Teacher,Illustrator,Musician.
ContactGreggatwww.greggdreise.com
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