An Integrated Kindergarten Mathematics Unit

Introduction
Learning Sequence: - audio file
Resources

Aim

This unit illustrates how teachers can incorporate Aboriginal contexts across a variety of key learning areas.

The unit provides opportunities for students to investigate integrated mathematics and visual arts activities through exploring Aboriginal lifestyles and perspectives using currently available resources.

The unit enables teachers to introduce mathematics concepts through a variety of aspects of contemporary and traditional Aboriginal culture. In addition it is possible to introduce HSIE content that leads into the mathematical activities.

The HSIE content in this unit can be expanded at many points to make up a comprehensive Aboriginal studies unit.

Key learning areas

• Mathematics

• Creative Arts

ES1.1
Asks and responds to mathematical questions using drawing, making, describing, acting, guessing and checking and retelling.
(Teaching units Length 1 p 111, Graphs 1 and 2 pp 104—105 Mathematics K–6)

ES1.3
Sorts and describes objects in terms of their features such as size and shape.
(Teaching units Numeration 3 p 197, Space 3D 1 p 53 Mathematics K–6)

ES1.4
Uses everyday language associated with time, temperature and position.
(Teaching units Position 1 and 2 pp 96–97, Time 1 p 176 Mathematics K–6)

ES1.5
Explores two-dimensional shapes and three-dimensional objects, describing them using everyday comparative language.
(Teaching units Space 2D 1 and 2 pp 53–54 Mathematics K–6)

ES1.9
Manipulates groups of objects by combining and separating.
(Teaching units Addition 1 p 211, Temperature 1 p 167 Mathematics K–6)

Visual Arts

VAES1.1 Making
Makes simple pictures and other kinds of artworks about things and experiences.

VAES1.2 Making
Experiments with a range of media in selected forms.

VAES1.3 Appreciating
Recognises some of the qualities of different artworks and begins to realise that artists make artworks.

Music

MUES1.1 Performing
Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts.

English

Personal Development/Health/Physical Education

Human Society and Its Environment

TES1.1 Talking and Listening
Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

TES1.2 Skills and Strategies
Demonstrates basic skills of classroom and group interaction, makes brief oral presentations & listens with reasonable attentiveness.

TES1.4 Language Structures and Features
Demonstrates basic skills of classroom and group interaction, makes brief oral presentations & listens with reasonable attentiveness.

RES1.7 Context and Text
Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes.

WES1.9 Producing Texts
Engages in writing texts with the intention of conveying an idea or message.

DAES1.7 Dance
Moves in response to various stimuli.

GSES1.8 Games and Sports
Demonstrates fundamental movement skills while playing with and sharing equipment.

SLES1.13 Safe Living
Demonstrates a developing awareness of the concepts of safe and unsafe living

CCES1 Change and Continuity
Describes events or retells stories that demonstrate their own heritage and the heritage of others.

CUES1 Cultures
Communicates some common characteristics that all people share, as well as some of the differences.

Developing relationships with Aboriginal and Torres Strait Islander families

Pointers from our experiences of developing relationships with Aboriginal and Torres Strait Islander families

These are some ideas that may help teachers develop two-way relationships with Aboriginal and Torres Strait Islander families in their schools. These relationships are critical for children's learning, especially in the early years of schooling.

• Make yourself available to talk about school, both formally and informally. This may mean placing yourself outside the classroom at home time or before school. Offer information about yourself before you expect the family to do the same.

• Take note of the friendship/acquaintance networks between different families as well as the children's networks. Talking to one parent may make it easier to develop a relationship with another parent.

• Show your commitment to Aboriginal studies. Send home work samples that have specific Aboriginal or Torres Strait Islander content. This can give you a non-threatening entry point to talk about Aboriginal studies. For example:

  • Did Jim show you the Torres Strait Islander flag he made? He seemed excited that the class was making them. Did I get the tone of the colours right?
• Look at Rachael's recount of watching the football on the weekend. I couldn't work out what team it was.

 

• Take the first step and be prepared to follow through with an Aboriginal studies idea on your own but casually make space for family members to contribute. For example:
  • Next week we are making Johnny Cakes from this book. What do you think of the recipe? I thought you might like to give us a hand. (If the family member says they have never had them, offer some personal information about whether you have or not.)
  
  
• Inform yourself about Aboriginal popular culture as this may enable you to talk with parents and children about topical issues. A good source is Deadly Vibe magazine or the Koori Mail newspaper. (see Additional Resources.)

The Process of Developing Maths with the Mob

First we selected a range of resources about Aboriginal and Torres Strait Islander life. We considered the importance of using both contemporary and traditional stories and images, and resources that offered representations of urban and rural contexts. We then examined each text, brainstorming ways they could be used to meet outcomes in Mathematics and/or other key learning areas.

We selected the mathematics focus that had the strongest links to the Aboriginal resource we had selected and to Aboriginal culture. For example, if the maths activity could also include ideas about extended family or sporting heroes all the better.

Then we developed three activities that explored and reinforced the key maths concept. We tried to ensure each concept was introduced with an Aboriginal focus (that linked to HSIE outcomes) so the students were clearly learning about Aboriginal and Torres Strait Islander culture. This context setting allowed us, in our role as teachers, and importantly, the Aboriginal and Torres Strait Islander students, to continue talking about aspects of culture as the children worked through the activity.

The teaching/learning cycle we tried to follow was:

• introduction of the resource and its Aboriginal/Islander focus

• introduction of the mathematical concept and language

• modelling the specific mathematical language activity

• practising the language and exploring the concept in a hands-on activity

• reinforcing the mathematical concept and HSIE content.

continue on to learning sequence 1