Indigenous world view, algebra pedagogy and improving Indigenous performance in secondary mathematics

学校对土著学生的数学期望很低;低成绩被归咎于他们的文化，这种文化被认为是原始的，教学被简化为重复的死记硬背的计算学习。有证据表明，土著学生可以擅长数学，如果它是情境化，并从模式和结构教。一个理论表明，土著学生如何能够发展强大的数学理解将提供一个反公认的智慧低性能和未来的土著学生成绩的模式。使土著学生的大学学科成为现实，将有利于学生个人，他们的社区和澳大利亚的经济未来。

Schools have low mathematics expectations for Indigenous students; low performance is blamed on their culture which is seen as primitive and instruction is reduced to repetitive rote learning of computation. There is evidence that Indigenous students could excel in mathematics if it is contextualised and taught from patterns and structure. A theory showing how Indigenous students can develop strong mathematical understandings would provide a counter to accepted wisdom of low performance and a model for future Indigenous student attainment. Making mathematics-based University disciplines a reality for Indigenous students will benefit individual students, their community and the economic future of Australia.