Mandalany is a teaching kit designed for early years learning in mathematics that is culturally responsive to indigenous students.

1. MANDALANY
AAMT CONFERENCE
ADELAIDE
Tuesday 7th July 2015
LEAD, LEARN, LINK

2. Learning Intention:
Showcasing local language in design and
implementation of mathematical resources
for classroom discourse in ways that
promote the investigation and growth of
mathematical language.

3. Success Criteria:
• Engage with activities to enhance
mathematical understanding and
development.
• Explore useful resources to engage your
student in mathematical processes that
are fun and enjoyable.

4. This kit was created as part
of my work with learning
communities in the Cairns
Diocese. The project is
developed with
Mathematical Activities
which focus on Aboriginal
Language.

5. Mathematical Games Kit – Mandalany
(Man-da-lanj) caters for Prep - Year 1 with the
focus on alignment with the Australian
Curriculum where appropriate.
The activities are not necessarily sequential
and are intended to be inclusive.

6. The Language used
for the project is
“Jiddabul” which is
the language of
Herberton

7. The garburrun garburru(6) maui(food) identifies the
6 elements within the Kit.
1. Aboriginal Language
2. Mathematical Language
3. Activity Process
4. Resources
5. ’Yarn About’ - giving students the opportunity to
reflectively yarn about the activity.
6. Assessment
Prep and Year 1

8. 1. Indigenous Language
JIDDABUL
LANGUAGE
1 yunggul
2 Bulayi
3 balan
4 Bulayi bulayi
5 Yunggul bulayi bulayi
6 Garburran garburru
7 Balan bulayi bulayi
8 Balan yunggul bulayi bulayi
9 Balan garburran garburru
10 Yungul bulayi balan bulayi bulayi
Prep and Year 1

9. AUSTRALIAN CURRICULUM
NUMBER AND ALGEBRA
ACMNA001:
Establish understanding of the Language and processes of counting by naming numbers in sequences,
initially to and from 20, moving from any starting point.
ACMNA 289:
Compare order and make correspondences between collections, initially to 20, and explain reasoning.
2. Mathematical Language
• Reading stories from other cultures
featuring Indigenous Language
e.g. “Cassowary Coast – “Count on Country” by Pamela Galeano.
• Recognise ways of counting in local ‘Jiddabul’ language.
• Identify the number on the maui in sequence backwards and forwards.
• Sequence the maui, backwards and forwards.
• Develop fluency with maui counting backwards and forwards.
• Use the maui to count to 20 in order.
Prep

10. 3. Activity Process
. Place all the maui – (food – fish) on the blue mat.
Teacher scaffolds the lesson by asking:
• Find and catch all the maui for 0.
• Find and catch all the maui for 1.
• Continue until all numbers are completed.
• Scanning for an object defined by its function
• Find all the maui for 10.
Prep

11. 4. Resources
PREP

12. 5. ’Yarn About’ - giving students the opportunity to
reflectively yarn about the activity.
Prep and Year 1

13. 6. Assessment
Prep

14. AUSTRALIAN CURRICULUM
NUMBER AND ALGEBRA
ACMNA012
Develop confidence with number sequences to and from 100 by ones from any starting point.
Skip count by twos, fives, and tens starting from zero.
Mathematical Language
♦ Using skip counting to count in 2’s, 5’s and 10’s.
♦ Developing fluency with forwards and backwards counting in meaningful contexts such as
circle games.
Year 1

15. 3. Activity Process
• Start at 0 place all the maui (food – fish) to 100 on the blue square
mat in order and in sequence.
• Count forwards and backwards from any given number.
• Using skip counting to count to 100.
• Count the maui (food – fish) in 1’s, 2’s, 5’s and 10’s using skip
counting from any given number.
Year 1

16. 4. Resources
Year 1

17. 5. ’Yarn About’
Giving students the opportunity to reflectively yarn about the activity.
Prep and Year 1

18. 6. Assessment
Year 1

19. ?

20. Contacts:
Lillian Miller
lmiller@cns.catholic.edu.au
or
07 40509728