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  6. Erika discusses her thoughts about the project
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Erika discusses her thoughts about the project

Process in developing a Unit of Mathematics in Context for Aboriginal students

At the beginning of this Project, I had no idea as to what was expected of me, my unit, and my students.

With some discussion with my mentors, I had a starting point: focus on the Number strand and take my questions to the ASSPA meeting.

Firstly, I took a large piece of paper and brainstormed ideas that I thought would make good lessons. I tried to think of lessons that would be interesting to the students and would link in with their local environment.

Then I took that piece of paper to the ASSPA committee meeting and asked the parents for their input. I asked to them to think of something that they would like their children to learn about that involved spending money (which I decided I would like to be my focus). They came up with some great ideas and were very excited at the thought of their children finally understanding 'just how much it costs to send them to school each day'.

Finally, I took this piece of paper to my classroom and asked the children for their thoughts and input. I explained what each of the parts were (I had written in black, parents in blue, and they were to write in red) and then left the sheet of paper stuck to the board. Throughout the lesson, students were encouraged to come to the front and add their thoughts. This was a marvelous way of having teachers, students and the community working together.

From this brainstorm page, I went away and broke down what I felt I could cover in a unit. There was easily enough work there for the whole year! Then I decided on the approach to take and had the idea of group work suggested to me by my mentors.

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Erika discusses her thoughts about the project