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

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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.

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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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  1. Australian Catholic University, Po Box 456, Virginia, QLD, 4014, Australia

    Elizabeth Warren & Jodie Miller

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  1. Elizabeth Warren
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  2. Jodie Miller
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Correspondence to Jodie Miller.

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Many thanks to Antoinette Cole for her ongoing support and insights

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Warren, E., Miller, J. Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure. Math Ed Res J 25, 151–171 (2013). https://doi.org/10.1007/s13394-013-0068-5

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