After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to bene® t from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn diå erently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also aå ect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to nonAboriginal students, in Australia and elsewhere.
After the occupation of their land by Europeans, the Australian Aboriginal and Torres Strait Islander people were expected to benefit from an education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal culture has validity and strength and that all children learn differently. In this paper the characterization of the Aboriginal learner is examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message that is conveyed in this paper has particular relevance to teaching mathematics to Aboriginal learners as well as to the general curriculum. It is also of considerable value in teaching non-Aboriginal students.
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