Abstract:
In the Australasian region, Indigenous students are a significant proportion of students in mathematics classrooms. In the last four-yearly MERGA review, in the chapter on social justice and socio-cultural perspectives, we argued that ‘Indigenous students are amongst the most disadvantaged in mathematics education’ (Atweh, Meaney, McMurchyPilkington, Neyland & Trinick, 2004). This is compounded by a history in which ‘Indigenous people’s cultures were regarded as primitive and inferior. They were ignored and suppressed in formal schooling and the Western environment’ (Paraide, 2006, p. 104). Consequently, there continues to be discussion about how Indigenous students can retain their indigenous identity as well as participating effectively in the mainstream society. McKinley (2004) stated ‘Mäori are not interested in producing scientists or mathematicians who just happen to be Mäori. The issue of who we are, our language and our knowledge are inextricably tied together and need to be considered together to inform any change’. We propose that it is the interaction with and around Indigenous students that contribute to their positioning as disadvantaged knowers, doers and learners of mathematics, or not. Therefore, we consider how four types of interactions, societal, community, teacher and student, affect Indigenous students’ current and future achievement in mathematics.