Numeracy development
Mathematics in Indigenous Contexts site
 | This website outlines the process used to develop Stage 2 context-based Mathematics units of work in two NSW schools with significant Aboriginal student enrolments. |
Evaluation of the Mathematics in Indigenous Contexts (K-2) Project
The Mathematics in Indigenous Contexts (K-2) project, initiated by the Office of the NSW Board of Studies was designed as an exploratory study of an approach to addressing this disparity in achievement. Erebus International was engaged by the NSW Board of Studies in early 2006 to evaluate the Mathematics in Indigenous Contexts (MilC) Project. The following report provides an overview of the background to and purpose of the project, the evaluation activities undertaken during the Review and the key outcomes identified as a result of the conduct of the project.
Download or read the Evaluation of the Indigenous Contexts (K-2) Project (PDF 584kb)
Resources and Teaching Strategies to Support Aboriginal Children’s Numeracy Learning
The purpose of the paper is to provide a theoretical framework that will inform the development of numeracy materials to support teachers of Aboriginal children in New South Wales primary schools.
Download or read the Resources and Teaching Strategies to Support Aboriginal Children s Numeracy Learning: A review of the literature (PDF; 240k).
Download or read the Resources and Teaching Strategies to Support Aboriginal Children s Numeracy Learning: A review of the literature (Word; 172k).
Research into the Numeracy Development of Aboriginal Students: Implications for the NSW K–10 Mathematics Syllabus
The planned revision of the NSW Years K–10 Mathematics syllabus provides a timely opportunity to reflect on research into the numeracy development of Aboriginal children, and to identify key factors that affect their achievement.
Download or read the Research into the Numeracy Development of Aboriginal Students: Implications for the NSW K 10 Mathematics Syllabus (PDF; 200k).
Download or read the Research into the Numeracy Development of Aboriginal Students: Implications for the NSW K 10 Mathematics Syllabus (Word; 164k).
How We Learn What We Need To Know
 | The aim of the case studies project was to identify programs, strategies and processes which, in the opinion of regional Aboriginal Educational consultants and the Aboriginal Education Consultative Group, work effectively for Aboriginal students, and to describe how the programs were developed. |
Download or read the How We Learn What We Need To Know (PDF; 2.1MB).
Learning Mathematics
This paper reports on an ethnographic study and focuses on the beliefs of Aboriginal children and their teachers about learning mathematics. It suggests significant issues that teachers need to acknowledge in providing appropriate learning environments for Aboriginal children.
Download or read the Learning Mathematics: Perspectives of Australian Aboriginal children and their teachers (MS Word; 56k).
Mathematics in Aboriginal Contexts
The Mathematics in Aboriginal Contexts project involves the three key elements of collaborative engagement of Aboriginal parents in curriculum development, the contextualisation of mathematics learning, and the professional development of teachers.
Download or read the Mathematics in Aboriginal Contexts: Building school–community capacity (MS Word; 104k).
Working Together
This paper focuses on the social justice imperative to bring about improved mathematics learning outcomes for Aboriginal students. It provides comment whereby mathematics educators can appreciate more fully the context in which many Aboriginal students learn mathematics.
Download or read the Working Together to Enhance Australian Aboriginal Students' Mathematics Learning (MS Word; 96k).