Mathematics Education Research Journal

, Volume 25, Issue 1, pp 151–171 | Cite as

Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure

Original Article
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Abstract

This paper explores the outcomes of the first year of the implementation of a mathematics program (Representations, oral language and engagement in Mathematics: RoleM) which is framed upon research relating to effectively supporting young Indigenous students’ learning. The sample comprised 230 Indigenous students (average age 5.76 years) from 15 schools located across Queensland. The pre-test and post-test results from purposely developed language and mathematics tests indicate that young Indigenous Australian students are very capable learners of mathematics. The results of a multiple regression analysis denoted that their ability to ascertain the structure of patterns and to understand mathematical language were both strong predictors of their success in mathematics, with the latter making the larger contribution.

Keywords

Indigenous education Early years mathematics Oral language Patterning Structure 
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Notes

Acknowledgments

The research reported in this paper was supported by Australian Research Council under grant LP100100154, and the Department of Education, Employment and Workplace Relations. The authors express their thanks to Eva deVries, Antoinette Cole, participating teachers, Indigenous education officers, students and school communities for their generous support of this project.

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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2013

Authors and Affiliations

  1. 1.Australian Catholic UniversityVirginiaAustralia

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