Developing Mathematical Resilience among Aboriginal Students

Stephen Thornton, Joanne Statton, Sophie Mountzouris

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review


    The processes of mathematisation, the use of mathematical models and representations of real world contexts, and contextualisation, the embedding of mathematical ideas into a meaningful context, are key aspects of students’ mathematical learning. We present a conceptual framework for thinking about mathematising and contextualising developed as part of the Make it Count, a national project that seeks to develop an evidence base of practices that improve Indigenous students’ learning in mathematics. We suggest that an intentional focus on mathematisation and contextualisation helps to make mathematics meaningful, particularly for Indigenous students. In particular we suggest that such a focus has the potential to enhance the mathematical resilience of Aboriginal students.
    Original languageEnglish
    Title of host publicationMathematics Education
    Subtitle of host publicationExpanding Horizons, Volume 1. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsJaguthsing Dindyal, Lu Pien Cheng, Swee Fong Ng
    Place of PublicationSingapore
    PublisherMathematics Education Research Group of Australasia
    Number of pages8
    ISBN (Print)978-981-07-2467-2
    Publication statusPublished - 2012
    Event35th Annual Conference on the Mathematics Education Research Group of Australia - Singapore
    Duration: 2 Jul 20126 Jul 2012


    Conference35th Annual Conference on the Mathematics Education Research Group of Australia


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