Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital
Keywords:
teacher professional development, multicultural capital, knowledge for teaching, Indigenous students, low-SES studentsAbstract
This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics—Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F–2) teachers' capacity to teach mathematics and through this to enhance F–2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F–2 Indigenous and low-SES students.References
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