International Journal of Mathematical Education in Science and Technology, 2000
After the invasion and occupation of their land by Europeans, Indigenous Australians were expecte... more After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to bene® t from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn diå erently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also aå ect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to non-Aboriginal students, in Australia and elsewhere.
International Journal of Mathematical Education in Science and Technology, 2000
After the invasion and occupation of their land by Europeans, Indigenous Australians were expecte... more After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to bene® t from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn diå erently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also aå ect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to non-Aboriginal students, in Australia and elsewhere.
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Papers by Jim Robinson