Distribution, recognition and representation: Mathematics education and Indigenous students

Tamsin Meaney, Cris Edmonds-Wathen, Colleen McMurchy-Pilkington, Tony Trinick

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    The research undertaken in the last four years on the learning and teaching of mathematics connected to Indigenous students is evaluated using Fraser’s model for social justice, which consists of three elements: distribution (economic), recognition (cultural) and representation (political). Although at least one element, usually distribution, was the focus of the research papers, the occurrence of all three was rare—with representation seldom visible. Yet, evidence suggests that representation is an important element if Indigenous student achievement is to improve. As a consequence, there is a call for a moral change in how mathematics education research is promoted and undertaken with Indigenous students, with a need to include greater Indigenous community representation.
    Original languageEnglish
    Title of host publicationResearch in mathematics education in Australasia 2012-2015
    EditorsKatie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry
    Place of PublicationSingapore
    PublisherSpringer Open
    Chapter8
    Pages143-164
    Number of pages22
    ISBN (Electronic)9789811014192
    ISBN (Print)9789811014178
    DOIs
    Publication statusPublished - 2016

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  • Cite this

    Meaney, T., Edmonds-Wathen, C., McMurchy-Pilkington, C., & Trinick, T. (2016). Distribution, recognition and representation: Mathematics education and Indigenous students. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 143-164). Springer Open. https://doi.org/10.1007/978-981-10-1419-2_8