Teaching Mathematics through Culture = Deep Learning

This program is for school leaders who want to understand the connections between Aboriginal and Torres Strait Islander histories and cultures and mathematics, to improve mathematics outcomes for students. Over the course of the program, you can expect to: 

• learn about the GOOMPI MODEL, a culturally-responsive model of practice
• deepen your understanding of traditional knowledge systems and how they relate to mathematics
• develop your awareness of culturally responsive mathematics education, the impact it can have on student learning and engagement, and how you can implement it in the classroom 
• explore the ways you can support cultural identity and embrace community partnerships
• learn how to tailor culturally responsive practice to your local context, to meet your students’ and school’s needs.

Audience

Roles

Recommended for: 

• principals
• assistant principals
• learning specialists
• numeracy specialists
• Classroom teachers
• early childhood educators. 

School sectors 

This program is available for the following school sectors: 

• Victorian government
• Catholic 
• Independent. 

Some content may contain information aligned with Department of Education priorities or initiatives.

Facilitator

Professor Chris Matthews is from the Quandamooka people of Minjerribah (Stradbroke Island) in Queensland, Australia. Chris received a PhD in applied mathematics from Griffith University and was a Senior Lecturer in applied mathematics at the Griffith School of Environment, Griffith University. 

Chris is the CEO of the Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA), a not-for-profit organisation creating ways of teaching and learning that connect maths to Aboriginal and Torres Strait Islander histories and culture.

Structure

The course is delivered over 4 sessions: 

• 2 full-day, in-person workshops, delivered at Academy Bairnsdale 
• 2 online follow-up sessions to strengthen key learning, and support and guide implementation. 

There are 2 intakes of this course – one for Early Childhood/lower primary, and one for upper primary/lower secondary.

In addition to the learning sessions, participants may be expected to engage in some pre- and post-workshop activities.

Attendance requirements

To successfully complete this program, you will need to attend all 4 sessions (face-to-face and online) and complete the pre- and post-workshop activities, as required.

Learning outcomes

You’ll deepen your knowledge and understanding of how to: 

• be a more culturally-sensitive and responsive practitioner
• implement the GOOMPI model in the maths classroom
• localise learnings to your own context to meet your school needs.

Fees and financial support

Department of Education fully subsidises Victorian government school participants.