Making Maths Meaningful: Why a 60-year-old theory still hold
About
When students are learning mathematics through a second or additional language, ideas presented through abstract symbols and word problems may initially fail to connect with their existing knowledge - they are incomprehensible. Jerome Bruner argued sixty years ago that for learners to find meaning in an academic abstraction it first needs to be modeled in a concrete, activity-based (enactive) format. Students may then be ready to engage with pictorial/seeing representations (iconic) and finally symbolic representation - including both written and spoken language. This session expands on the theory behind that progression, explains why it matters so much in EAL/D contexts, and works through practical classroom examples where concrete materials open up mathematical ideas students often find difficultPresenter Bio: John Bradbury has 20 years’ experience in remote NT Indigenous schools, including 14 years in leadership and six as a mathematics consultant. He also coordinated development of the Talking Namba resource.
Date
Thursday 10 September 2026 3:30 PM - 4:30 PM (UTC+09:30)Location
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Making Maths Meaningful: Why a 60-year-old theory still hold
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