Non-indigenous teachers,indigenous teacher aides and local indigenous communities:Relationships that promote enhanced mathematics learning outcomes for rural and remote indigenous students.

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In rural and remote schools with indigenous students, teachers tend to be non-indigenous, young, inexperienced and transient (they commonly leave after two years). In contrast, teacher-aides are indigenous, older, more experienced and non-transient. Moreover, they tend to have strong commitment and connections to the local community. This project studies the interactions between non-indigenous teachers, indigenous teacher-aides and indigenous students in schools in the Mount Isa region in order to develop knowledge of how classroom practices can be improved to enhance indigenous students' mathematics learning outcomes. Enhanced outcomes may lead to better opportunities for employment and improved life chances.