Tensions and possibilities: Indigenous parents doing mathematics education curriculum development

Tamsin Meaney; Uenuku Fairhall

Tensions and possibilities: Indigenous parents doing mathematics education curriculum development

Tamsin Meaney, Uenuku Fairhall

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

This paper investigates tensions faced by indigenous parents in developing a mathematics curriculum. These included an uncertainty about their role in regard to their contribution and what they could gain from being involved. We suggest that a community, which exists because their children attend a school, needs to have opportunities for shared activities first. These can be used as starting points for curriculum discussions so that the tensions can be alleviated and the possibilities taken advantage of more fully.

Original language	English
Title of host publication	Mathematics education research
Subtitle of host publication	Innovation, networking, opportunities: Proceedings of the Twentysixth Annual Conference of the Mathematics Education Research Group of Australasia (MERGA-26).
Place of Publication	Sydney, NSW
Publisher	MERGA
Pages	507-514
Number of pages	8
ISBN (Electronic)	192084600X
Publication status	Published - 2003
Event	Annual conference of the Mathematics Education Research Group of Australasia - Geelong, VIC, Australia Duration: 06 Jul 2003 → 10 Jul 2003

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia
Country/Territory	Australia
Period	06/07/03 → 10/07/03

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CRO_Meaney_2003_Tensions.pdfAccepted author manuscript, 175 KB

Cite this

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title = "Tensions and possibilities: Indigenous parents doing mathematics education curriculum development",

abstract = "This paper investigates tensions faced by indigenous parents in developing a mathematics curriculum. These included an uncertainty about their role in regard to their contribution and what they could gain from being involved. We suggest that a community, which exists because their children attend a school, needs to have opportunities for shared activities first. These can be used as starting points for curriculum discussions so that the tensions can be alleviated and the possibilities taken advantage of more fully.",

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author = "Tamsin Meaney and Uenuku Fairhall",

note = "Imported on 03 May 2017 - DigiTool details were: publisher = Sydney, NSW: MERGA, 2003. editor/s (773b) = L Bragg , C Campbell , G Herbert , J Mousley ; Event dates (773o) = 6-10 July 2003; Parent title (773t) = Annual conference of the Mathematics Education Research Group of Australasia.; Annual conference of the Mathematics Education Research Group of Australasia ; Conference date: 06-07-2003 Through 10-07-2003",

year = "2003",

language = "English",

pages = "507--514",

booktitle = "Mathematics education research",

publisher = "MERGA",

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Meaney, T & Fairhall, U 2003, Tensions and possibilities: Indigenous parents doing mathematics education curriculum development. in Mathematics education research: Innovation, networking, opportunities: Proceedings of the Twentysixth Annual Conference of the Mathematics Education Research Group of Australasia (MERGA-26).. MERGA, Sydney, NSW, pp. 507-514, Annual conference of the Mathematics Education Research Group of Australasia, Australia, 06/07/03.

Tensions and possibilities: Indigenous parents doing mathematics education curriculum development. / Meaney, Tamsin; Fairhall, Uenuku.
Mathematics education research: Innovation, networking, opportunities: Proceedings of the Twentysixth Annual Conference of the Mathematics Education Research Group of Australasia (MERGA-26).. Sydney, NSW: MERGA, 2003. p. 507-514.

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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AB - This paper investigates tensions faced by indigenous parents in developing a mathematics curriculum. These included an uncertainty about their role in regard to their contribution and what they could gain from being involved. We suggest that a community, which exists because their children attend a school, needs to have opportunities for shared activities first. These can be used as starting points for curriculum discussions so that the tensions can be alleviated and the possibilities taken advantage of more fully.

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BT - Mathematics education research

PB - MERGA

CY - Sydney, NSW

Y2 - 6 July 2003 through 10 July 2003

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Tensions and possibilities: Indigenous parents doing mathematics education curriculum development

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