### 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 language | English |
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Title of host publication | Research in mathematics education in Australasia 2012-2015 |

Editors | Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry |

Place of Publication | Singapore |

Publisher | Springer Open |

Chapter | 8 |

Pages | 143-164 |

Number of pages | 22 |

ISBN (Electronic) | 9789811014192 |

ISBN (Print) | 9789811014178 |

DOIs | |

Publication status | Published - 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