Evidence

1.5: Extracts from EMM310 Assessment 1

Class Top Heavy with boys

Teaching strategies that support boys in the mathematics classroom include the use
of concrete aids and diagrams. This allows them to manipulate the problem and see
it visually. Problem based mathematics or Inquiry mathematics strategies support
the learning of boys as it provides the opportunity to act out problems, use visual
aids and to work independently

Indigenous Students

Teaching pedagogies and strategies that support this notion include classroom talk
and play based learning. In Indigenous culture It is through stories or yarning that
deep knowledge is expressed (Owens et al, 2012, p22). Classroom talk allows
students to orally express their ideas and thinking to the teacher, class, group or
pair. As yarning or talk is an important part of Indigenous culture the home-school
disparity is weakened through the use of classroom talk, allowing students to learn
more effectively.

Gifted and Talented Students

Teaching strategies that support gifted and talented students include creating
classroom environments that encourage creative thinking and divergent approaches
(Simeon et al, 2012, p 158). A second teaching strategy to support gifted and
talented students is to encourage risk taking and encouraging mistakes and
establishing that mathematics is not just about the correct answer (Simeon et al,
2012, p 158). A third strategy teachers can use to support gifted learners is to create
challenging and engaging extension tasks, this work should not be from higher year
levels as this will lead to problems later (Simeon et al, 2013, p 159).

Students with English as an additional language

Teaching Strategies that support students with English as an additional language can
be relatively simple such as allowing more time to complete tasks, or giving time for
breaks during tasks (Simeon et al, 2012, p 154). Both of these allow for the extra
mental processes. A second way teachers can support student with English as an
additional language is giving students the opportunity to work in their primary
language (Simeon, et al, 2012, p 154).