How young (2-4 years) Indigenous learners come to know and not know early mathematical language and processes

年轻（2-4 岁）的土著学习者如何了解和不了解早期的数学语言和过程

• 批准号: DI0775799
• 负责人: Prof Grace Sarra
• 金额: $ 6.87万
• 依托单位: Queensland University of Technology
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Indigenous Researchers Development
• 财政年份: 2007
• 资助国家: 澳大利亚
• 起止时间: 2007-01-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DI0775799
• 关键词: How; young; years; Indigenous; learners

The project focuses on strengthening Australia's social and economic fabric by developing new knowledge about effective ways to prepare young Australian Indigenous children for mathematics success in school. Low Indigenous mathematics performance is a national shame - many school leavers have limited employment and life chances. A theory that explains 2-4 years old Indigenous students' cognitive, affective and sociocultural development of the necessary number language and processes to ensure school entry with similar number knowledge and practices to same age non-Indigenous students has the potential to reduce unemployment and the reliance on welfare that has led to many of the social and health problems of Indigenous communities.

该项目的重点是通过开发新知识来加强澳大利亚的社会和经济结构，帮助澳大利亚土著儿童在学校取得数学成功。原住民数学成绩低下是全国性的耻辱——许多离校生的就业和生活机会有限。该理论解释了 2-4 岁原住民学生在认知、情感和社会文化方面的必要数字语言和过程的发展，以确保入学时拥有与同龄非原住民学生相似的数字知识和实践，有可能减少失业率和就业机会。对福利的依赖导致了原住民社区的许多社会和健康问题。