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Defining Mathematics Education *REDUCED*

Defining Mathematics Education

The Seventy-fifth Yearbook is a celebration and reflection of the history of the NCTM yearbooks, and is a great resource on the key issues of mathematics education through the years.

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5. Nerang

In the Nerang Cluster four schools were from the government sector and two from Catholic education. This allowed for valuable crossovers of ideas, skills and expertise within their learning community. The schools were (links go to school site):

  • St Brigid's Primary School (Key School 2009-2011) - 500 students, 6 Aboriginal and Torres Strait Islander students, 48 staff
  • St Peter Claver College (Key School 2011-2012) - 944 students, 58 Aboriginal and Torres Strait Islander students, 125 staff
  • Nerang State School - 406 students, 46 Aboriginal and Torres Strait Islander students, 41 staff
  • Gilston State School - 650 students, 9 Aboriginal and Torres Strait Islander students, 52 staff
  • William Duncan State School - 679 students, 36 Aboriginal and Torres Strait Islander students, 69 staff
  • Nerang State High School - 950 students, 40 Aboriginal and Torres Strait Islander students, 90 staff.

It should also be noted that while a commitment was given by each school to participate fully in the project circumstances conspired to impact on the capacity of some schools to commit to all initiatives.  This was most notably the case with William Duncan State School due in part to the change of leadership at the school and to the school’s decision to desist their involvement in 2012.

Cluster focus

A key focus for Nerang was the development of middle managers working at the intersection of Aboriginal and Torres Strait Islander education and mathematics education through the Leading from the Middle strategy.

Cluster findings

These Make it Count Cluster Findings have been aligned with the Australian Professional Standards for Teaching. Many of the findings derive from Significant Episodes for educators. Find out about the cluster's intentions and the important stories its educators - their Signficant Episodes - that impacted their teaching.

Units of learning

These units of learning have been designed by teachers. They give insights into creative and innovative ways of teaching mathematics that engages Indigenous (and non-Indigenous) learners.

Inspiring stories

These stories – from the clusters, from educators, Aboriginal students, leaders and parents – tell their journeys, challenges, successes and will inspire educators. They will help you think about your own experiences in the classroom, school and community and inform your teaching.