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How Does Decolonizing Aboriginal Education Relate To Mathematics And Learning? (Coursework Sample)


This are two separate paper, you will be given a prompt – question, statement, issue, etc. – to RESPOND to that draws on the day’s readings. 1 page for each, APA style. No additional resources needs.
This two separate paper will examine how young children aged birth to 8 understand and engage in mathematical knowledge, concepts and processes.
Readings for Day 1.
1. Munroe, E. A., Lunney Borden, L., Murray Orr, A., Toney, D., & Meader, J.
(2013). Decolonizing Aboriginal education in the 21st
century. McGill Journal of Education, 48(2), 317--337.
2. Chen, J., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math.Early Childhood Education Journal, 42, 367--377.
3. Richardson, K. M. (2004). Designing math trails for the elementary school. Teaching Children Mathematics, 11
(1), 8--14.
4. Parks, A. N., & Blom, D. C. (2014). Helping young children see math in play. Teaching Children Mathematics, 20(5), 310–317.
Choose ONE of the following to reflect on according to the above four readings(there are specific pages in it)
—in APA style
1. How can math trails support early years mathematics and learning?
2. How does decolonizing Aboriginal education relate to mathematics and learning?
3. What examples have you seen in your field placements of mathematical play? How do these examples connect with Parks and Blom’s article?
Readings for day 2
1. Smalls, M. (2017). Chapter 4 Planning Instruction. In Making math meaningful to Canadian students, K-8 (3 rd ed.) (pp. 64--91).
2. Smith, S. S. (2013). Chapter 3 Assessment. In Early childhood mathematics
(5 th ed.) (pp. 32--52) Toronto: Pearson.
3. Wien, C. A. (2013). Making learning visible through pedagogical documentation. Toronto, ON: Queen’s Printer. Retrieved from http://www(dot)edu(dot)gov(dot)on(dot)ca/childcare/Wien.pdf
4. Baroody, A., J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J. V. Copley (Ed.), Mathematics in the early years (pp. 48--65). Reston, VA: National Council of Teachers of Mathematics.
5. Van de Walle, J. A., Lovin, L. H., Karp, K. S., & Bay--Williams, J. M. (2014). Chapter 5 Teaching culturally and linguistically diverse children. In Teaching student-centred mathematics: Developmentally appropriate instruction for grades pre-K--2 (2 nd ed.) (pp. 54--69). Toronto: Pearson.
6. Truelove, J. E., Holaway-- Johnson, C. A., Leslie, K. M., & Smith, T. E. C. (2007). Tips for including elementary students with disabilities in mathematics classes. Teaching Children Mathematics, 13(6), 336--340.
Here are the reading assignment prompts for Day 2 according to the above six readings:
Choose ONE of the following to reflect on. 1 page
1. Planning, assessing, and pedagogical documentation inherently inform each other. Using an early years example, discuss the importance of each and how they guide each other.
2. Discuss the development of number sense and numeration concept or set of skills in early years children and describe how its exploration might be accessible to child with disabilities (cognitive, emotional/behavioural, or physical).
3. Drawing on Van de Walle (from Week 5: Chapter 5 Teaching culturally and linguistically diverse children) and Warren readings, describe how explorations of five (see Novakowski) might be made more culturally inclusive.
Thank you and have a good day!


Reaction Paper
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Reaction Paper
How does decolonizing Aboriginal education relate to mathematics and learning?
According to Munroe, Borden, and Orr (2013), there is a growing need to employ indigenous perspectives in the learning institutions. Decolonizing Aboriginal education involves an emphasis on the learning concepts of the students as opposed to discrete facts. In mathematics and learning, teachers need to allow the students to learn through inquiry. Here, learners and the teachers become co-constructors leasing to a generative curriculum. Chen, McCray, and Adams (2014) seek to examine the beliefs and confidence of teachers in early mathematics teaching. As part of decolonizing Aboriginal education, teachers need to feel confident while teaching math. Teachers also need to be proficient in math. While teaching mathematics, teachers need to build on their many strengths that support math teaching. Teachers should then be willing to learn outside of their comfort zone in order to identify effective ways of enhancing math teaching.
Richardson (2004) believes that students can learn mathematics through a math trail. A math trail has a series of stops along a pre-planned route where learners can examine math in the environment. According to the author, a math trail can be much more than a mathematics trip. Teachers can use a math trail to explore different topics in mathematics. Since it can take place outside of the classroom, it offers students an opportunity for exploration. As part of decolonizing Aboriginal education, Parks & Blom (2013) indicates that play is critical in assisting children to learn and explore. Among the Aboriginal children, teachers can work towards assisting them to discover the ideas embedded in their play. The author believes that Aboriginal children can benefit from play since it acts as a balancing tool between their mathematical experiences and offering them time for exploration.
Planning, assessing, and pedagogical documentation inherently informs each other. Using an early years example, discuss the importance of each and how they guide each other.
According to Smalls (2017), planning involves taking time to understand the content to be taught and the most effective way to communicate it. According to the author, planning is critical to effective instruction in mathematics. Smith (2013) denote

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