Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program
Abstract This research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research...
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| Format: | Article |
| Language: | English |
| Published: |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2008-12-01
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| Series: | The Australian Journal of Indigenous Education |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/489 |
| _version_ | 1797963714037547008 |
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| author | Jonathan Makuwira |
| author_facet | Jonathan Makuwira |
| author_sort | Jonathan Makuwira |
| collection | DOAJ |
| description | Abstract
This research examined different ways in which tutors of
mathematics approach their tutoring among Indigenous
students enrolled in the Tertiary Entry Program (TEP) at
Central Queensland University's Indigenous Learning,
Spirituality and Research Centre. The study sought to
establish whether or not there were any differences between
Indigenous and non-Indigenous tutors' approaches to
tutoring and, document challenges and opportunities in
tutoring mathematics to Indigenous students. Using
qualitative data obtained from interviews, the study raised
more questions than answers. The results reflect tutors'
own teaching orientations. This is particularly clear when
all of the tutors who participated in this study were NOT
mathematics trained teachers but had either taken interest
in the subject as a result of doing a mathematics-related
subject such as engineering and science. Overall, there was
consensus that establishing rapport between the students
and Learning Advisers was crucial. Knowing who the students
are and, vice versa, was also considered fundamental. For
some, it was an acknowledgment that both the tutor and the
student were on a discovery journey. The majority of the
tutors prefer a process where a mathematical concept was
explained first, followed by an application of real life
situations.
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| first_indexed | 2024-04-11T01:32:36Z |
| format | Article |
| id | doaj.art-7141359c2f20453aa398dbc5c06d0203 |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:32:36Z |
| publishDate | 2008-12-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-7141359c2f20453aa398dbc5c06d02032023-01-03T09:23:10ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842008-12-0137110.1017/S1326011100016082Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry ProgramJonathan Makuwira0RMIT UniversityAbstract This research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtained from interviews, the study raised more questions than answers. The results reflect tutors' own teaching orientations. This is particularly clear when all of the tutors who participated in this study were NOT mathematics trained teachers but had either taken interest in the subject as a result of doing a mathematics-related subject such as engineering and science. Overall, there was consensus that establishing rapport between the students and Learning Advisers was crucial. Knowing who the students are and, vice versa, was also considered fundamental. For some, it was an acknowledgment that both the tutor and the student were on a discovery journey. The majority of the tutors prefer a process where a mathematical concept was explained first, followed by an application of real life situations. https://ajie.atsis.uq.edu.au/ajie/article/view/489 |
| spellingShingle | Jonathan Makuwira Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program The Australian Journal of Indigenous Education |
| title | Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program |
| title_full | Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program |
| title_fullStr | Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program |
| title_full_unstemmed | Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program |
| title_short | Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program |
| title_sort | towards pedagogies of mathematics achievement an analysis of learning advisers approaches to the tutoring of mathematics in the indigenous tertiary entry program |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/489 |
| work_keys_str_mv | AT jonathanmakuwira towardspedagogiesofmathematicsachievementananalysisoflearningadvisersapproachestothetutoringofmathematicsintheindigenoustertiaryentryprogram |