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Reforming mathematics classrooms: A case of remote Indigenous education
- Publisher
- Wiley
- Copyright
- © Australian Social Policy Association
- eISSN
- 1839-4655
- DOI
- 10.1002/j.1839-4655.2010.tb00168.x
- Publisher site
- See Article on Publisher Site
Abstract
The performance of Australian Indigenous1 learners is a national concern. The federal government has recognised that health and education are keys to closing the gap between the achievement of Indigenous and non‐Indigenous people and has made health and education a national priority. Through its ‘Closing the Gap’ initiative, the Rudd government is allocating significant amounts of money to redress the poor health and education among Indigenous Australians. In this paper, we discuss an innovation in education that is being implemented in a cluster of remote communities in Western Australia.2 The innovation draws on international research that has positively affected mathematics learning, particularly among students who are traditionally excluded from formal schooling. While the research is innovative, the mechanisms that may be the most effectual in bringing about strong mathematical learning for Indigenous Australians are unknown.
Journal
Australian Journal of Social Issues – Wiley
Published: Sep 1, 2010
Keywords: ; ;