Planning for quality learning in maths must take culture, language, attendance and core mathematical understanding into consideration to help indigenous learners succeed. Griffith University Professor of Education, Robyn Jorgensen, told the recent ACER research conference that indigenous students may have gaps in their mathematical understanding, lower attendance rates, culture and languages that are significantly different from that of mainstream schools. “Beginning and established teachers need to be able to develop innovative models of planning for diversity in learning needs and demands of remote education. Working within the existing dominant concepts will not produce the outcomes required for successful Indigenous education,” he said.
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