POTENTIAL STRENGTHS Different cultures may have a more formalised and enforced approach to education hence the students

may be predisposed to be focused to learn. (Barwell 2009). Students can have excellent number sense in their own language which enables them to visualise the concept (Acara2014) EAL/D students have rich cultural resources that can be embedded into the teaching and learning (Acara 2014)

POTENTIAL AREAS OF DIFFICULTY Students may be unfamiliar with the concrete objects used in mathematics that teachers assume are familiar.(Acara 2014) Many words have specialist meanings in mathematics yet can mean something completely different in everyday language; examples are face, foot, square, root . EAL/D students may have problems understanding this.(Acara 2014)

IMPLICATIONS FOR LEARNING/TEACHING MATHEMATICS

Aboriginal and Torres Strait Islander students do not use words of comparison. An example would be big mobs and big big mobs. This results in a deficit of intuitive knowledge of the words. (Acara 2014) IMPLICATIONS FOR LEARNING/TEACHING MATHEMATICS

Teachers should embrace the different experiences and learning styles of the students allowing for differentiated teaching strategies that align with prior learning styles (ACARA 2010). Teachers need to consider the problem may be embedded in the language that the maths is written rather than the number concept. Human Capitol Working Group, Council of Australian Governments 2008).

Teachers must use the cultural artefacts of home allowing students to understand mathematics in a personal context (Singh Neel 2005)

Teachers need to be specific when describing mathematical terms that have different meanings; students built from their personal contexts thereby a teacher cannot assume a general consensus. (Boaler 1993) Teachers need to consider their phrasing and adjust according to the diversity of the classroom(Acara 2010)

Teachers need to consider their pedagogy to include culturally appropriate material and language to bridge the gap between Australian English Standard and EAL/D (Queensland studies Authority 2013).

POSSIBLE TEACHING AREAS AND STRATEGIES Students can explore mathematical problems through story using their own language and materials. Allowing a comparison with standard language symbols resulting in a common language system in the classroom. (Maths as storytelling (MAST ) QSA 2011) POSSIBLE TEACHING AREA AND STRATEGIES There are many mathematical games you could play that use the materials from home to teach number and place value Professional Development Service for Teachers (n.d.)

Ensure students have an illustrated maths dictionary is an effective strategy to prepare for the NAPLAN testing (Northern Territory Government 2012).

Implementing a family mathematics program recognizes the importance of bridging the gap between home and school to enhance learning .(Humpty Doo Primary school 2013)

Runenstein and Thompson (2002) suggest a word wall with pictures of the words and their mathematical meaning should be placed in the classroom

Yarrabah state school discovered using words such as big big for bigger, they were able to lead students into the correct mathematical language. What

Works, the Works Program(2014)

References Australian Curriculum, Assessment and Reporting Authority. (2014).Annotated Content Descriptions Mathematics Foundation to Year 10. English as an Additional Language or Dialect Resource. Retrieved from. http://www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_Maths_ Revised_06_05_12.pdf Australian Curriculum, Assessment and Reporting Authority. (2014).Who are EAL/D Students? Student Diversity. Retrieved from http://www.australiancurriculum.edu.au/StudentDiversity/Who-are-EAL-D-students

Boaler ,J. (1993)The Role of Contexts in Mathematics Classroom: Do they Make Mathematics More real? Retrieved from http://flm-journal.org/FLMBoaler.pdf

Barwell,R., (2009). Multilingualism in Mathematics Classrooms: An Introductory

Discussion. Bilingual Education and Bilingualism: Multilingualism in Mathematics Classrooms: Global Perspectives. Retrieved from http://site.ebrary.com.elibrary.jcu.edu.au/lib/jcu/docDetail.action?docID=10370020 Humpty Doo Primary School (2013). Retrieved from Welcome to Family Maths. Humpty Doo Primary School. PowerPoint. Human Capitol Working Group, Council of Australian Governments (2008).National Numeracy Review Report. Retrieved from http://www.coag.gov.au/sites/default/files/national_numeracy_review.pdf Northern Territory Government.(2013). Teaching, Learning and Assessment Numeracy. National Assessment Program Literacy and Numeracy. Retrieved from http://www.education.nt.gov.au/__data/assets/pdf_file/0007/15766/TeachingLearningA ssessmentNumeracy.pdf Queensland Studies Authority. (2011). Aboriginal and Torres Strait Islander Perspectives - Resources. Culture and Mathematics. Retrieved from http://www.qsa.qld.edu.au/downloads/approach/indigenous_res_culture_and_maths .pdf Professional development Service for Teachers. (n.d.).Place Value, Decimals and Percentages: Teachers Manual. A Guide to Teaching in Irish Primary Schools. Retrieved from http://www.scoilnet.ie/genpdf.aspx?id=9107

Rubenstein, R. and Thompson, D. (2002). Understanding and Supporting Childrens Mathematical Vocabulary Development. Teaching Children Mathematics. Retrieved from http://www.fredonia.edu/faculty/education/pickreign/edu640/tcm2002-10-107a.pdf

Singh Neel, K.( 2005).Addressing Diversity in the Mathematics Classroom with Cultural Artefacts. Mathematics Teaching in the middle school. Retrieved from https://masterfile-jcu-eduau.elibrary.jcu.edu.au/masterfile6/jsp/viewfile.jsp?as_session_id=20483801989D73DAA 8564F351566238DB7E9F60&doc_id=16934&file_type=.pdf&as_acknowledge=Y

What Works, The Work Program. ( 2014) Yarrabah State School , Far North Queensland. What Works, The Work program. Retrieved from http://www.whatworks.edu.au/4_2_6.htm