Dispersing mathematics curriculum leadership in remote Aboriginal communities

Jorgensen (Zevenbergen), Robyn and Niesche, Richard (2010). Dispersing mathematics curriculum leadership in remote Aboriginal communities. In: Len Sparrow, Barry Kissane and Chris Hurst, MERGA33 – 2010 Shaping the Future of Mathematics Education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. 33rd annual conference of the Mathematics Education Research Group of Australasia (MERGA33), Fremantle, W.A., Australia, (773-779). 3-7 July 2010.

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Author Jorgensen (Zevenbergen), Robyn
Niesche, Richard
Title of paper Dispersing mathematics curriculum leadership in remote Aboriginal communities
Conference name 33rd annual conference of the Mathematics Education Research Group of Australasia (MERGA33)
Conference location Fremantle, W.A., Australia
Conference dates 3-7 July 2010
Proceedings title MERGA33 – 2010 Shaping the Future of Mathematics Education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia
Place of Publication Fremantle, W.A., Australia
Publisher MERGA
Publication Year 2010
Sub-type Fully published paper
Editor Len Sparrow
Barry Kissane
Chris Hurst
Start page 773
End page 779
Total pages 7
Language eng
Formatted Abstract/Summary
In remote Aboriginal communities, there are many challenges that confront educators, not
the least of which is leadership that challenges the status quo and moves Aboriginal
communities forward in their access to, and engagement with, the mathematics school
curriculum. This paper draws on data from the Maths in the Kimberley (MiTK) project
where the complexities around reforming mathematics were investigated through leadership
models. It was considered that the complexities faced by principals in their day-to-day
management of schools closed down their capacity for curriculum leadership. A new model
of curriculum leadership, based on the Accelerated Literacy model was adopted for
numeracy reform. This model, its genesis and its implementation is discussed along with
the mitigating context that shapes the need for models of leadership that focus on
curriculum reform for remote Indigenous contexts. The implications of this model are
discussed in conjunction with the field of mathematics educational research.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Wed, 16 Feb 2011, 13:18:38 EST by Claire Backhouse on behalf of School of Education