Remote Numeracy: Numeracy success in remote Indigenous contexts
What makes for successful numeracy education in remote Indigenous contexts: An ethnographic case study approach
The project involves remote and very remote schools across states and territories and across sectors (State, Catholic and Independent), and encompasses a wide range of schools (primary, secondary, area schools, boarding schools, early years, etc.) and systems (AISWA). The stories uploaded here represent a comprehensive collection of the multitude of approaches being adopted across these sites. This project has been funded by the Australian Research Council under the Discovery Grant scheme (DP130103585).
Three criteria have been used to select schools (schools need to meet only one criterion). The first two criteria involve NAPLAN scores. Schools that have performed better than similar schools in numeracy (that is, schools that have several “green” NAPLAN scores) on several occasions over the past four years have been invited to participate. In addition, schools whose NAPLAN numeracy scores changed from poorer than similar schools (“red” scores) to better than similar schools (“green” scores) were invited to participate. Thus, the first two criteria are used to identify, respectively, schools that are performing better in numeracy than similar schools and schools whose numeracy scores have improved over time. However, there are limitations to the use of NAPLAN scores as indications of success in numeracy; the success of some schools in numeracy is not yet reflected in NAPLAN data. Consequently, the third criterion for school selection was recommendation.
The map below shows the distribution of participating schools.
Following is a list of case studies that have been completed to date, from schools taking part in the study. They are sorted alphabetically by school.
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Culturally Responsive Pedagogy, Bayulu Remote Community School, WA (1.8MB PDF)
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The School with No Gates: Communication, Bourke Public School, NSW (2.2MB PDF)
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Mathematics Pedagogy, Brewarrina Central School, NSW (3.4MB PDF)
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Multi-Age Classrooms and Early Career Teachers, Burketown State School, QLD (1.2MB PDF)
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Empowering Learners and Learning, Carlton School, SA (2.5 MB PDF)
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Culture, curriculum and community, Coonamble Public School, NSW (3.2 MB PDF)
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Creating Groups for Targetted Numeracy Learning, Derby High School, WA (2.2MB PDF)
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High Expectations for Mathematics Learning, Djidi Djidi Aboriginal School, WA (2.2MB PDF)
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Catering for the Whole Child, East Kalgoorlie Primary School, WA (2.6MB PDF)
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Leadership in Mathematics Education, Halls Creek District High School, WA (2.0MB PDF)
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Structure and Support for Teachers, Kulkarriya Community School, WA (1.8MB PDF)
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Adopting a Whole School Approach, La Grange Remote Community School, WA (1.9MB PDF)
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An Integrated Approach to Teaching Mathematics, Lockhart State School, QLD (2.6MB PDF)
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Adopting a Multi-Faceted Approach, Maitland Area School, SA (1.0MB PDF)
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Teaching Students, Not Mathematics, Normanton State School, QLD (1.1MB PDF)
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Learning in the Early Years, Nyikina Mangala Community School, WA (1.4MB PDF)
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Quality Lessons = Great Outcomes, Northern Peninsula Area State College, QLD (2.2MB PDF)
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The Importance of Language, One Arm Point Remote Community School, WA (1.2MB PDF)
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Focussing on the Early Years, St Joseph’s Wyndham, WA (2.2MB PDF)
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Focusing on Number, Wananami Remote Community School, WA (1.7MB PDF)
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Creating a Positive, Quality Learning Evnironment, Wilcannia Central School, NSW (2.2MB PDF)
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Transitioning to Mainstream Secondary School, Wiltja Secondary College, SA (1.4MB PDF)
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VET: Training for Life, Wongutha Christian Aboriginal Parent-Directed School (CAPS), WA (1.7MB PDF)
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The Influence of Boarding on Learning, Woolaning Homeland Christian College, NT (2.3MB PDF)
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Building a Learning Culture, Wyndham District High School, WA (1.4MB PDF)

Case Studies
