Publication Date

2018

Abstract

This chapter considers how best to support the teaching and learning of early algebra, as well as the discourses in this area, for young, marginalised Indigenous students. In particular, the consideration that needs to be given to how these students construct their knowledge and mathematical discourse to act as a platform for reaching mathematical generalisations. This is especially important in the cultural context of Indigenous students given mathematical discourse is a social practice.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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