ATSIMAAboriginal and Torres Strait Islander

Mathematics Alliance

Transform mathematics

education

So all Aboriginal and Torres Strait Islander

students will be successful in mathematics

ATSIMA aims to

About ATSIMA- recently formed, non-profit,

member based group representing Organisations, Communities, Institutes, Associations, and Individuals across Australia

- aims to inspire, promote and support improved maths outcomes of Indigenous students

- connecting Community, education and business to make a difference

About ATSIMA

ATSIMA was launched at the National Aboriginal & Torres Strait Islander Education Conference, Sydney, November 2013

https://vimeo.com/79930577

Chris is a Noonuccal man from Minjerribah (Stradbroke Island), Quandamooka First Nation (Moreton Bay) in Queensland. Chris completed his PhD in Applied Mathematics in 2003.

Chris is involved in research in the area of mathematics education. Chris is currently on leave from his position as Senior Lecturer at the Griffith School of Environment.

During 2009-2012, Chris was the patron of the national project Make it count which was managed by the Australian Association of Mathematics Teachers.

5

Caty Morris

ATSIMA executive officer

About ATSIMADr Chris Matthews

ATSIMA chairpersonCaty is from Kangaroo Island in South Australia. She hopes to soon to complete her doctorate about Aboriginal students and mathematics!

Caty is currently senior project officer Aboriginal and Torres Strait Islander education for ACARA, a seconded position from her role as Manager Primary Mathematics and Science with DECD SA.

During 2009-2013, Caty was national manager Indigenous programs with the Australian Association of Mathematics Teachers where she managed the ‘Closing the gap’ project, Make it count.

Why ATSIMA- The latest international assessment

of students’ mathematical, scientific and reading literacy (PISA, 2014) shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade

- Indigenous 15-year-olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling (ACER, 2014)

- …there is an under-representation of Indigenous students at the higher end of the mathematical literacy proficiency scale and an over-representation of Indigenous students at the lower end of the scale

‘Maths is everywhere’ - Make it count Maths Day with Worawa Indigenous College students

Why ATSIMA

- Maths opens the door to life opportunities

- business and industry want to employ Indigenous people with maths knowledge, skills and disposition

‘Maths is everywhere’ - Make it count Maths Day with Worawa Indigenous College students

What is ATSIMA doing?

ATSIMA’s first conferenceNov 2014

…bringing Community, education and business

together

What is ATSIMA doing?

ATSIMA’s first task group meeting took place in

Brisbane in April

L-R: Community and education reps - Will Davis, Chris Matthews, Caty Morris, Cindy Berwick, Kevin Eastment, Michele Hall, Deonne Smith. Absent: Will Morony, Prof Mark Rose, Jessica Jeeves (Business Council Australia)

- Maths camp with NSW DET and AECG

- Yirrkala community project

- Workshops with DECD SA, Independent Schools (NSW, NT), AAMT workshop, Xe project

- Webinars

- Xe project reference group - University of SA (MATSITI project) and AAMT

- Meetings with Westpac, PWC, ANZ

- DET QLD Early Years resource

What is ATSIMA doing?

‘Maths is everywhere’ - Make it count Maths Day with Worawa Indigenous College students

What will ATSIMA do?

1. Culture, identity and confidence

2. Leadership

3. Transition

4. Investment

5. Quality teaching and learning

*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

What will ATSIMA do?

1. Culture, identity and confidence

2. Leadership

3. Transition

4. Investment

5. Quality teaching*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

5 ways forward

1. Culture, identity and confidence

…recognise mathematics in culture, celebrate and validate culture, and recognise culture as mathematical

What will ATSIMA do?

1. Culture, identity and confidence

2.Leadership

3. Transition

4. Investment

5. Quality teaching*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

5 ways forward

2.LeadershipSkilful leadership means that conditions are right for Aboriginal and Torres Strait Islander students and employees experience cultural safety ‘Maths is everywhere’ - Make it count Maths Day with Worawa

Indigenous College students

What will ATSIMA do?

1. Culture, identity and confidence

2. Leadership

3.Transition

4. Investment

5. Quality teaching*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

5 ways forward

3. TransitionMaths ready in a stepped learning environment during transition steps

Fear

CuriosityAction

What will ATSIMA do?

1. Culture, identity and confidence

2. Leadership

3. Transition

4.Investment

5. Quality teaching*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

5 ways forward

4.InvestmentThis is not always about the mighty dollar. It also means investment in the local community, in relationships, and in generosity of spirit. It’s about building social capital in communities and creating business investment in education

‘Maths is everywhere’ - Make it count Maths Day with Worawa Indigenous College students

What will ATSIMA do?

1. Culture, identity and confidence

2. Leadership

3. Transition

4. Investment

5.Quality teaching*Identified at Aboriginal & Torres Strait Islander Mathematics Alliance Conference, 2014

See handouts on table for more information about the 5 ways

5 ways forward*

5 ways forward

5.Quality teaching

https://www.qcaa.qld.edu.au/downloads/approach/indigenous_res_culture_and_maths.pdf

5 ways forward

5.Quality teaching

Responsive mathematics pedagogy that is:

Culturally responsive

Academically responsive

Socially responsive

Responsive maths

pedagogy

AAMT Make it count Maths and Culture CampNerang cluster of schools, 2010https://vimeo.com/49803998

5.Quality teaching - an example

Student workshop with Dr Chris Matthews, Xe project - University of SA/AAMT, May 2015

Student’s Representation ofy = 5x + 2

Do we start with the pieces……5 ways forward

5.Quality teaching

…….or do we start with the whole?

What do engineers do?

Student

Community

What have we learned so far

To achieve these 5 ways forward

We need an ‘eco-system of relationships between Community, education and business to make a difference - to get students into STEM subjects and pipelines

What have we learned so far

Indigenous students see maths everywhere!…and are engineers in the making!

‘Maths is everywhere’ - Make it count Maths Day with Worawa Indigenous College students

How you can become involved

- Become a member of ATSIMA - see forms on our stall or enter our competition to win free membership!

- Partner with us - talk to us

Acknowledgements

- Worawa College for allowing us to use students’ images from the Maths Day ‘Maths is everywhere’ lesson - AAMT Make it count project, 2012

- Xe project, University of SA

- The Australian Association of Mathematics Teachers Inc

Contact ATSIMA

Dr Chris MatthewsChairperson

c.matthews@griffith.edu.au

0401 951 626

Caty MorrisExecutive Officer

catymorris@icloud.com

0409 500 34908 8339 8093

www.atsimanational.ning.com

@ATSIMAAu  |  #ATSIMA

www.facebook.com/atsimalliance