Presentation at ATSIMA, Wollongong, 1st November 2016 Value Our Education, Value Our Future: Transforming Mathematics Education 2nd National Aboriginal and Torres Strait Islander Mathematics Conference

1. EXCELLENCE & EQUITY IN MATHS,
STEM AND HIGHER EDUCATION
Evidence, Practice and Reform
Mark Tranthim-Fryer, XE Project Manager
Professor Peter Buckskin, Project Director
www.xe.edu.au/atsima16
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference

3. • National Aboriginal & Torres Strait Islander
education partnerships
• Excellence & Equity in Maths [xe]
• STEM and Indigenous education evidence to date
• Higher education and school initiatives
• 2017 advocacy and influence

13. XE AIMS TO
• Improve indigenous school student
participation in and achievement in
mathematics and numeracy education.
• Increase the number of Indigenous young
people with the aspirations and capability to
undertake tertiary study in Science,
Technology, Engineering and Mathematics
(STEM)

14. XE PARTNERS & SUPPORTERS
[xe] project schools & universities

15. XE STRATEGIES
1. National review of professional practices, resources and programs
2. Series of school cluster and university pilot studies
3. Consultation with students, Indigenous educators, STEM educators
4. Publish findings to a national Mathematics portal (from 2016)
5. Presentations of findings and resources at education events
6. Evaluation and data collection to measure project progress
7. Engagement with Chief Scientist and other AMSPP projects

16. Average total enrolment of Indigenous higher education students
by field of study compared to total enrolments (2011-14)
STEM-related fields of study
Other fields of study Behrendt Review, 2012

17. Title
• content
*Includes natural and physical sciences; IT; and engineering and related technologies, Bachelor and postgraduate by coursework students.
Source: Department of Education and Training: Higher Education Statistics

18. Figure 1: Achievement of Year 9 Students in Numeracy, 2015 (% of total)
*National minimum standard – 48% of Indigenous students achieved above
the minimum standard

19. HIGHER EDUCATION CASE STUDIES
1. CSIRO ASSETS Year 10 summer schools
2. Charles Darwin University whole of community engagement
3. Curtin University Indgenous Australian Engineering Summer School
4. University College SA STEM pathways
5. University of Newcastle school engagement programs
6. University of Western Sydney school engagement programs
Strengthening Indigenous Participation and Practice in STEM, UniSA, 2016

24. www.unisa.edu.au/IT-Engineering-and-the-Environment/student-services/
Community-Service-Learning-Project/ICES/indigenous-content-in-education-symposium

27. www.nuragili.unsw.edu.au/indigenous-astronomy

30. • Clusters in metropolitan and regional locations
• Junior secondary focus; students with potential for
‘higher level’ maths courses
• Co-designed with schools
• Engage with students, parents and community, and staff
(mathematics teachers, others with role in supporting
Indigenous students, school and community leaders)
XE PROJECT – SCHOOLS COMPONENT

31. MAKE IT COUNT: MATHS AND INDIGENOUS LEARNERS
Make It Count is for educators working with Aboriginal and Torres Strait
Islander learners in mathematics education.
It is a teaching and learning resource, and a professional learning tool.
Make It Count is about a way of thinking – and a way of doing.
http://mic.aamt.edu.au/

32. XE STRATEGIES
An online portal for teachers (F–12),
mathematics leaders, and others.
To provide educators with quality
professional learning materials and
related classroom resources.
[xe] resources to be hosted on
Dimensions on conclusion of the
project.
AAMT DIMENSIONS PORTAL

34. 1. National approach to STEM learning for Indigenous students
Recognition of Indigenous knowledge in curriculum
Compilation of effective STEM programs and practices
2. Programs for better Indigenous student learning in STEM
Transitions between school-university and education-work
Industry engagement to place Indigenous students in the workforce
Targeted student support structures in higher education
3. Staff professional development in STEM and Indigenous students
Culturally responsive teaching in schools and universities
Indigenous student engagement with scientific thinking and practices
INTERNATIONAL FINDINGS
www.acola.org.au/PDF/SAF02Consultants/SAF02_STEM_%20FINAL.pdf

35. STEM MYTHS
1. Science, maths, engineering – that’s whitefeller business
2. Aboriginal people are not good at maths and science
3. Science and engineering are purely Western constructs
4. STEM alienates Indigenous students from their culture
5. Science is opposed to traditional ways of knowledge
Vital and ongoing engagement with all fields of STEM research is a crucial
element in the empowerment and advancement of Indigenous Australia
Associate Professor Rowena Ball, 2015 STEM the gap Australian Quarterly
www.aips.net.au/aq-magazine/2015-special-indigenous-edition-science-belongs-to-us-mob-too/

36. Governments across Australia have
agreed to take urgent action to close the
gap between the life outcomes of
Aboriginal and Torres Strait Islander
people and other Australians.
National Indigenous Reform Agreement
https://www.coag.gov.au/node/145

37. 5. TRANSITION POINTS INCLUDING
PATHWAYS TO POST-SCHOOL OPTIONS
Aboriginal and Torres Strait Islander children
and young people are supported at critical
stages of their education to improve
engagement, retention and attainment and
develop the skills to participate fully in
schooling, society and work.
www.scseec.edu.au/EC-Reports-and-Publications.aspx

38. INDIGENOUS STUDENT SUCCESS PROGRAM
Higher education supplementary funding $70m pa
Commonwealth Scholarships Programme, Indigenous Support Programme and
tutorial assistance will be combined into a single flexible program
Endorsed by NATSIHEC

39. www.chiefscientist.gov.au/wp-content/uploads/STEM_AustraliasFuture_Sept2014_Web.pdf

40. 1. Increasing student STEM ability, engagement,
participation and aspiration
2. Increasing teacher capacity and STEM teaching
quality
3. Supporting STEM education opportunities
within school systems
4. Facilitating effective partnerships with tertiary
education providers, business and industry
5. Building a strong evidence base
www.educationcouncil.edu.au

41. ATSIMA14 5 WAYS FORWARD
1. Culture and identity
2. Leadership
3. Transition
4. Investment
5. Quality teaching

42. What the messages?

43. .
www.xe.edu.au/atsima16
stem@xe.edu.au