Responding to the mathematics curriculum with language and culture

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Indigenous language speaking students in Australia’s Northern Territory are often taught mathematics in English. Australia’s mathematics curriculum is supported by a resource which provides language and cultural considerations and teaching strategies, a few specific for Indigenous students. A critically oriented textual analysis shows that a discourse of developmental imperatives and incompletely articulated expectations leads to a focus on teaching English language and concepts, rather than on how students’ prior knowledge might be used as a resource in a culturally responsive approach. Recommendations are given to improve the resource for Indigenous language speaking students and develop more culturally responsive mathematics teaching.
Original languageEnglish
Pages (from-to)36-63
Number of pages28
JournalJournal of Mathematics and Culture
Issue number3
Publication statusPublished - 2017
Externally publishedYes
EventIndigenous Mathematics Education Conference - UiT The Arctic University of Norway, Norway
Duration: 4 Sept 20177 Sept 2017


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