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.
|Number of pages||28|
|Journal||Journal of Mathematics and Culture|
|Publication status||Published - 2017|
|Event||Indigenous Mathematics Education Conference - UiT The Arctic University of Norway, Norway|
Duration: 4 Sep 2017 → 7 Sep 2017