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Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

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Research in Mathematics Education in Australasia 2012-2015

Abstract

The research undertaken in the last four years on the learning and teaching of mathematics connected to Indigenous students is evaluated using Fraser’s model for social justice, which consists of three elements: distribution (economic), recognition (cultural) and representation (political). Although at least one element, usually distribution, was the focus of the research papers, the occurrence of all three was rare—with representation seldom visible. Yet, evidence suggests that representation is an important element if Indigenous student achievement is to improve. As a consequence, there is a call for a moral change in how mathematics education research is promoted and undertaken with Indigenous students, with a need to include greater Indigenous community representation.

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Notes

  1. 1.

    We capitalise Indigenous when referring to people as a mark of respect.

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Author information

Authors and Affiliations

  1. Bergen University College, Bergen, Norway

    Tamsin Meaney

  2. Umeå University, Umeå, Sweden

    Cris Edmonds-Wathen

  3. Literacy Aotearoa, Auckland, New Zealand

    Colleen McMurchy-Pilkington

  4. University of Auckland, Auckland, New Zealand

    Tony Trinick

Authors
  1. Tamsin Meaney
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  2. Cris Edmonds-Wathen
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  3. Colleen McMurchy-Pilkington
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  4. Tony Trinick
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Corresponding author

Correspondence to Tamsin Meaney .

Editor information

Editors and Affiliations

  1. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Katie Makar

  2. Fac of Sci, Health, Edu & Engineering, University of the Sunshine Coast, Sippy Downs, Queensland, Australia

    Shelley Dole

  3. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Jana Visnovska

  4. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Merrilyn Goos

  5. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Anne Bennison

  6. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Kym Fry

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Meaney, T., Edmonds-Wathen, C., McMurchy-Pilkington, C., Trinick, T. (2016). Distribution, Recognition and Representation: Mathematics Education and Indigenous Students. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (eds) Research in Mathematics Education in Australasia 2012-2015. Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_8

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