Indigenous Students and Mathematics: Teachers' Perceptions of the role of Teacher Aides

This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers' perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning

Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students

Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia. Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations. It discusses effective Indigenous mathematics teaching, describes the MAST approach, analyses it in terms of Ernest’s (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning

Authority and Esteem Effects of Enhancing Remote Indigenous Teacher-Assistants' Mathematics-Education Knowledge and Skills

The interaction between Australia's Eurocentric education and the complex culture of remote Indigenous communities often results in Indigenous disempowerment and educational underperformance. This paper reports on a mathematics-education research project in a remote community to support Indigenous teacher assistants (ITAs) in mathematics and mathematics tutoring in an attempt to reverse Indigenous mathematics underperformance. It discusses teachers' and ITAs' power and authority within school and community, describes the project's design, and summarises the project's results in terms of affects and knowledge. It draws implications on the relation between ITA professional development (PD), affect, esteem, knowledge, authority, teacher-ITA partnerships, and enhanced Indigenous mathematics outcomes

"Aim High - Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community

In 2004, a young, non-Indigenous, second-year teacher in a remote Queensland Indigenous community developed a mathematics Unit based on an "Aim High - Beat Yourself" theme he developed to overcome the perceived unwillingness of his students to achieve in both sport and school. This paper investigates the apparent effectiveness of this Unit and draws inferences for mathematics teaching and learning in Indigenous communities. It describes the research and teaching contexts in which the Unit was developed and the students’ responses to the Unit. The paper provides further evidence for the efficacy of integrating mathematics learning with more generic programs that build pride, confidence and self worth in Indigenous students and challenge them to perform (Sarra, 2003)

A co-evolutionary arms race: trypanosomes shaping the human genome, humans shaping the trypanosome genome

<i>Trypanosoma brucei</i> is the causative agent of African sleeping sickness in humans and one of several pathogens that cause the related veterinary disease Nagana. A complex co-evolution has occurred between these parasites and primates that led to the emergence of trypanosome-specific defences and counter-measures. The first line of defence in humans and several other <i>catarrhine</i> primates is the trypanolytic protein apolipoprotein-L1 (APOL1) found within two serum protein complexes, trypanosome lytic factor 1 and 2 (TLF-1 and TLF-2). Two sub-species of <i>T. Brucei</i> have evolved specific mechanisms to overcome this innate resistance, <i>Trypanosoma brucei gambiense</i> and <i>Trypanosoma brucei rhodesiense</i>. In <i>T. b. Rhodesiense</i>, the presence of the serum resistance associated (SRA) gene, a truncated variable surface glycoprotein (VSG), is sufficient to confer resistance to lysis. The resistance mechanism of <i>T. b. Gambiense</i> is more complex, involving multiple components: reduction in binding affinity of a receptor for TLF, increased cysteine protease activity and the presence of the truncated VSG, <i>T. b. Gambiense</i>-specific glycoprotein <i>(TgsGP)</i>. In a striking example of co-evolution, evidence is emerging that primates are responding to challenge by <i>T. b. Gambiense</i> and <i>T. b. Rhodesiense</i>, with several populations of humans and primates displaying resistance to infection by these two sub-species

Reunitising Hundredths: Prototypic and Nonprototypic Representations

This paper reports on a study in which 29 Year 6 students (selected from the top 30% of 176 Year 6 students) were individually interviewed to explore their ability to reunitise hundredths as tenths (Behr, Harel, Post & Lesh, 1992) when represented by prototypic (PRO) and nonprototypic (NPRO) models. The results showed that 55.2% of the students were able to unitise both models and that reunitising was more successful with the PRO model. The interviews revealed that many of these students had incomplete, fragmented or non-existent structural knowledge of the reunitising process and often relied on syntactic clues to complete the tasks. The implication for teaching is that instruction should not be limited to PRO representations of the part/whole notion of fraction and that the basic structures (equal parts, link between name and number of equal parts) of the part/whole notion needs to be revisited often

Construction of multiplicative abstract schema for decimal-number numeration

This paper reports on an intervention study planned to help Year 6 students construct the multiplicative structure underlying decimal-number numeration. Three types of intervention were designed from a numeration model developed from a large study of 173 Year 6 students’ decimal-number knowledge. The study found that students could acquire multiplicative structure as an abstract schema if instruction took account of prior knowledge as informed by the model

An Examination of Young Women's Use of Condoms in Casual Sex Situations: Implications for the Sexuality Education Curriculum.

New Zealand has high rates of sexually transmitted infections (STIs) and unwanted pregnancy when compared to other comparable countries. The purpose of this research was to gain a better understanding of how sexuality education in schools impacts young people’s behaviour and to elicit their ideas for improving the curriculum. Data was collected using semi-structured interviews with eleven women aged 18-25. The research utilised Heideggerian phenomenology as a framework as this approach allows the researcher and participants to co-construct a shared understanding of the event/s. The results outline a complex picture of young people’s lives and their reasons for having both protected and unprotected casual sex. Three major themes were identified as increasing the likelihood of having casual sex: alcohol, biological factors and socio-cultural factors. However, none of these factors alone explain risky sexual behaviour. Rather, the factors interact within and between each other to increase or decrease the likelihood of someone having casual sex. This added complexity should be taken into account when consideration is being given to the way sexuality education in schools is taught. The results from this study add to the growing body of evidence that sexuality education in high schools need to change if it hopes to reduce the rates of teenage pregnancy and sexually transmitted infections

A 2‐year randomized blinded controlled trial of a conditionally licensed Moraxella bovoculi vaccine to aid in prevention of infectious bovine keratoconjunctivitis in Angus beef calves

Background Infectious bovine keratoconjunctivitis (IBK) in beef cattle has major welfare and production implications. Effective vaccination against IBK would also reduce antibiotic use in beef production. Objective/Hypothesis To evaluate the efficacy of a conditionally licensed commercial IBK vaccine containing Moraxella bovoculi bacterin. Primary working hypothesis was that animals vaccinated with 2 doses of the commercial M. bovoculi vaccine would have a lower risk of disease. Animals Spring born calves at a university cow‐calf herd. After excluding animals with ocular lesions, calves eligible for prevention assessment in 2017 and 2018 were 163 (81 vaccinated, 82 unvaccinated) and 207 (105 vaccinated, 102 unvaccinated). One hundred sixty two and two hundred and six calves completed the follow‐up period in 2017 and 2018, respectively. Methods A randomized controlled trial. The trial design was a 2‐arm parallel trial with a 1:1 allocation ratio. Results In both years, calves receiving the vaccine had more IBK. This effect was small. The pooled risk ratio was 1.30 (95% confidence interval 0.84–2.01). The pooled unadjusted difference in mean weight (kg) at weaning was −0.88 (95% confidence interval—7.2‐5.43). Conclusions and Clinical Importance We were unable to document that the M. bovoculi bacterin vaccine had a protective effect for the incidence of IBK in our single herd in a 2‐year study

Analysis of the Effect of the Use of a Hand-Held Calculator on Attitude and Achievement in Selected College Algebra Classes

Higher Educatio