Helping Aboriginal Students to Understand Mathematics and Science Concepts
Bibliographic Data
| ID | 5109682 |
|---|---|
| Authors | Reid Hastie, R M Hastie, David F Treagust (0000-0001-5340-0970) |
| Year | 1985 |
| Volume | 13 |
| Issue | 4 |
| Pages | 8-15 |
| Publication date | 1985-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Aboriginal Child at School (JOURNAL) |
| Journal identifiers | ISSN: 0310-5822 • E-ISSN: 2059-9242 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0310582200013912 |
| OpenAlex | W2503759749 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
Teachers of Aboriginal children in Australia often have the problem of adapting or modifying curriculum materials which have been developed to meet the needs of the average white Australian/European child. For science and mathematics teachers especially, we believe that appropriate adaptation is essential to ensure that Aboriginal children are better able to comprehend the concepts involved. Many of these concepts at the primary school level involve some aspect of conserving quantities. For example, take a simple experiment where a child is asked to find out whether or not aluminium foil sinks in water. Its flotation, of course, is dependent on shape. The child may roll the aluminium foil into a ball, or flatten it out, and place it in the water. What happens can be observed and discussed and reported. But what if the child thinks this aluminium foil has some unexplainable properties? Maybe it not only changes shape but also its weight! Certainly, on the surface this may appear to be a typical case of nonconservation of weight, but perhaps this is a direct consequence of working with unusual materials and is not a true indicator of mental development
Aluminium foil · Curriculum · Geometry · Mathematics education · Nanotechnology · Pedagogy · Australian Indigenous Culture and History · Materials Science · Mathematics · Psychology · Reading and Literacy Development · Science Education and Pedagogy
| Citations per year | 0.03 |
|---|---|
| Citation span | 1993 - 1993 (1) |
| Highly cited | No |