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.
Objectives: To increase knowledge and skills regarding Indigenous learning styles.To raise awareness within the tertiary education sector that Aboriginal students learn differently and that Indigenous cultures and pedagogy have validity and strength. To examine pedagogical strategies that assist both tertiary students capacity for learning and university lecturers' delivery and evaluation of teaching and learning strategies.
This is a report of a primary social education survey which was sent in November, 1992, to all state primary schools in the Loddon-Campaspe-Mallee region. It was devised by Social Science Education staff at La Trobe U.C.N.V., approved by the Regional General Manager, trialled in three Bendigo schools and then sent to schools for response and comment. The results reveal significant gaps between policy and practice in many schools, huge differences in confidence concerning curriculum areas and a strong desire and need for support and inservicing in this field.
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