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

在有土著学生的农村和偏远学校，教师往往是非土著、年轻、缺乏经验和临时性的（他们通常在两年后离开）。 相比之下，助教是土著人，年龄较大，经验丰富，而且不是临时的。此外，他们往往对当地社区有很强的承诺和联系。 该项目研究伊萨山地区学校中非土著教师、土著助教和土著学生之间的互动，以了解如何改进课堂实践，以提高土著学生的数学学习成果。 增强的成果可能会带来更好的就业机会和更好的生活机会。

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.