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 proceedingChapterpeer-review


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 Nature
Number of pages22
ISBN (Electronic)9789811014192
ISBN (Print)9789811014178
Publication statusPublished - 2016
Externally publishedYes


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