Enhancing mathematical learning for Indigenous students in remote communities: A design research approach

在偏远社区学校上学的学生需要有高质量的学习实践，这种学习实践在人手不足的地区是可持续的。土著学生在数学成绩的许多衡量标准中没有达到可接受的水平，因此该项目在解决这一社会现象方面具有全国意义。该项目的文化数学方法是新颖的，为学习提供了新的潜力。该项目采用整体方法解决这一问题，将教师、学生和土著教育工作者纳入学习数学的伙伴关系中。通过这个项目开发的原则可以应用于学习者和在其他情况下学习数学。

Students attending schools in remote community schools need to have quality learning practices that are sustainable in hard-to-staff regions. Indigenous students are not performing at acceptable levels in many measures of mathematical achievement so the project is of national significance in addressing this social phenomenon. The cultural-mathematical approach of the project is novel and offers new potential for learning. The project takes a holistic approach to this issue to include teachers, students and Aboriginal Education Workers in a partnership of learning mathematics. The principles developed through this project can be applied to learners and learning mathematics in other contexts.