Ethnomathematics in resettled Indigenous communities whose language and children were once alienated

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Abstract

This paper illustrates how schools can change when funds are available to assist schools and communities to implement appropriate and effective professional development, to establish partnerships between school and community, to revise teaching approaches and curriculum, to overcome disadvantage, and to value family and Aboriginal cultural heritage. Needless-to-say, the people involved and their planning are critical for transformation. The schools were in a Smarter Stronger Learning Community so they supported each other across schools but other programs in the various schools were also important in achieving change.
Original languageEnglish
Title of host publicationThe Proceedings of the 12th International Congress on Mathematical Education
Subtitle of host publicationIntellectual and attitudinal challenges
Place of PublicationKorea
PublisherICMI
Pages1-9
Number of pages9
Publication statusPublished - 2012
EventICME-12: The 12th International Congress on Mathematical Education - COEX, Seoul, Korea, Republic of
Duration: 08 Jul 201215 Jul 2012

Conference

ConferenceICME-12
CountryKorea, Republic of
CitySeoul
Period08/07/1215/07/12

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    Owens, K. (2012). Ethnomathematics in resettled Indigenous communities whose language and children were once alienated. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 1-9). ICMI.