This paper reports on the espoused views of a group of primary teachers as they discuss issues related to the teaching of school mathematics to Australian Aboriginal students. They believe that their teaching is significantly affected by trying to program and cater for the wide range of abilities, the amount of mathematics content to be covered and the lack of teaching time. They report a lack of teacher education preparation for teaching mathematics across ability groups and the difficulty of inventing appropriate teaching strategies to meet the learning needs of Aboriginal children.
|Title of host publication||MERGA 29|
|Subtitle of host publication||Identities, cultures and learning spaces|
|Editors||P. Grootenboer, R. Zevenbergen, M. Chinnappan|
|Place of Publication||Sydney|
|Number of pages||8|
|Publication status||Published - 2006|
|Event||Mathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia|
Duration: 01 Jul 2006 → 05 Jul 2006
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)
|Conference||Mathematics Education Research Group of Australasia (MERGA) Conference 2006|
|Abbreviated title||Identities, Cultures and Learning Spaces|
|Period||01/07/06 → 05/07/06|
Howard, P., & Perry, B. (2006). Issues in Teaching Mathematics to Aboriginal Students. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), MERGA 29: Identities, cultures and learning spaces (pp. 293-300). MERGA Inc.