Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles

Date

2010-11-15T21:11:49Z

Authors

Fisher, Kate

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Abstract

The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-efficacy are also noted. Implications for future research and practice are provided.

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Keywords

Education (Secondary), Mathematics, Study and teaching, Native peoples, Victoria (B.C.)

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