Cultural Horizons for Mathematics

Kay Owens, Patricia Paradies, Ylva Jannok Nutti, Gunilla Johansson, Maria Bennet, Pat Doolan, Ray Peckham, John Hill, Frank Doolan, Dominic O'Sullivan, Elizabeth Murray, Patricia Logan, Melissa McNair, Vappu Sunnair, Beatrice Murray, Alissa Miller, William Nolan, Alca Simpson, Christine Ohrin, Terry DoolanMichelle Doolan, Paul Taylor

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)
185 Downloads (Pure)


As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.
Original languageEnglish
Pages (from-to)253-274
Number of pages22
JournalMathematics Education Research Journal
Issue number2
Publication statusPublished - Jun 2011


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