Miller, J., Warren, E. & Armour, D. (2018). Mathematical discourse when engaging in pattern generalisation: Considering semiotic systems in young Indigenous Australian students. R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas and D. Wagner. Mathematical discourse that breaks barriers and creates space for marginalized learners 213-234. Netherlands: Sense Publishers. Retrieved from https://doi.org/10.1163/9789463512121
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 of Education
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