This paper presents some policies and practices that occur in Papua New Guinea and Australia. It is argued that school systems must recognise cultural mathematics and teachers need to establish dialogue with communities, especially Elders, in order to provide a socially just education for Indigenous students. Several recent policy recommendations are provided as examples but there is still much more to be done to provide adequately for Indigenous mathematics education. One aspect needing development is the making of links between culture and school mathematics in order to maintain and develop a richer mathematics. Several examples are provided.
|Number of pages||25|
|Journal||Journal of Mathematics and Culture|
|Publication status||Published - 2012|