Mathematics Programs for Indigenous Students: Some Guidelines
Abstract
This paper provides an overview for teachers who wish to develop a more appropriate mathematics program for their Aboriginal or Torres Strait Islander students. It covers cultural, linguistic and environmental issues, as well as purely mathematical and methodological procedures. Current literature and reports from teachers indicate that many indigenous students are not performing well in mathematics. It is hoped that the suggestions contained in this article will lead to a more rewarding experience for both teacher and student.
It is generally agreed by teachers of Aboriginal and Islander students that most students are not performing at a satisfactory level. This conclusion has been documented by Bourke and Parkin, by the Curriculum and Research Branches of the Departments of Education in the Northern Territory and Western Australia, and by others, including Bishop, who wrote –
Experience has shown that many Aboriginal children do not manifest many [mathematical] outcomes at a level comparable with that obtained by European children.
The causes of this relatively unsatisfactory performance are complex, but may usually be traced to a combination of environmental, cultural and linguistic differences, as well as to unsuitable teaching programs and methods.
There is a noticeable lack of literature on the subject available to teachers, and it is hoped that the following comments will be useful in drawing up a mathematics program whose content and methodology will be more relevant and meaningful to the students.
References
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