Abstract
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 language | English |
|---|---|
| Pages (from-to) | 36-63 |
| Number of pages | 28 |
| Journal | Journal of Mathematics and Culture |
| Volume | 11 |
| Issue number | 3 |
| Publication status | Published - 2017 |
| Externally published | Yes |
| Event | Indigenous Mathematics Education Conference - UiT The Arctic University of Norway, Norway Duration: 4 Sept 2017 → 7 Sept 2017 http://site.uit.no/indigmec/ |