Supporting successful outcomes in mathematics for Aboriginal and Torres Strait Islander students: a systematic review

ABSTRACT

Research driven by government policy in mathematics education has focused on determining teaching and learning strategies to promote engagement for Aboriginal and Torres Strait Islander students. The aim of this study is to systematically review empirical research from 2008–2017 that examines ways to promote engagement and support successful outcomes for Aboriginal and Torres Strait Islander students in mathematics. A total of 28 articles were included in the review, and they were examined in relation to research design and the theoretical framework of engagement. Findings indicate that the majority of research conducted are qualitative studies focusing on primary school teachers changes in learning content knowledge and pedagogical content knowledge to teach mathematics. There are limited studies with regards to students’ behavioural and emotional engagement in mathematics. Finally, teaching strategies that support learning in mathematics including, focusing on language and mathematical patterns and representations are identified.

KEYWORDS:

• Aboriginal students
• learning
• mathematics education
• numeracy
• pedagogy
• teaching
• Torres Strait Islander students

Acknowledgments

We would like to acknowledge Dr Kevin Lowe (Gubi Gubi) and Dr Nikki Moodie (Gomeroi) on their valued feedback on earlier iterations of the paper. In addition, we would like to thank Angela Hennessey for her assistance with the systematic review.

Notes

1. In previous publications, this model was named the RAMR model or cloud model. After personal correspondence with the Author to seek permission to include the model, Matthews requested the model is presented with the new title.

Additional information

Notes on contributors

Jodie Miller

Dr Jodie Miller is a Senior Lecturer in the School of Education and a Research Fellow in the Centre for Policy Futures at The University of Queensland. Her research area focuses on teaching and learning of mathematics for students most at risk of marginalisation.

Danielle Armour

Dr Danielle Armour (Kamilaroi) is a Lecturer in the School of Education at the Australian Catholic University. Her research focuses on educational practices, Indigenous education and policy.