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

The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages

“…Additionally, their readiness for school and learning mathematics was found to be at par with the non-Aboriginal students (Dockett & Perry, 2013) and the attributing factor that reverses the effects of readiness was found to be engagement towards learning (Young-Loveridge, 2011). Miller and Armour (2019) further clarified the negative effects of student engagement from the perspectives of behaviour (curriculum and cocurriculum participation), emotional (affection towards mathematics content) and cognitive engagement (ability and motivation to sustain the difficulty of grasping mathematical concepts and problem solving) that results in students' inactive participation in classroom learning, dislike for mathematics and demotivation.…”

“…However, their disadvantaged position in education is not entirely a direct reflection of their poor cognitive ability, but also a manifestation of a myriad of factors at micro level such as low socioeconomic background, high absenteeism (Nicholas, 2000), and limited access to learning (Klenowski, 2009). At the macro level, perennial issues such as the conflict between the Western knowledge of the universal concepts and the devalued Indigenous cultural resources (Lee, 2015) such as their language, and the inability to capitalise on their cultural values to empower their learning (Miller & Armour, 2019) are evident. Williamson and Dalat (2007) explained the reason against indigenising universally accepted knowledge is to prevent the misaligned or "corrupted understandings of Indigenous knowledge" (p. 51).…”

Special issue editorial: systematic reviews in Indigenous education

“…The fourth paper on numeracy by Miller and Armour (2021) explores how the research Indigenous numeracy tends not to be conducted with Indigenous students as a discrete sample, or assessing the numeracy skills Indigenous students possess or develop. Instead, the research here tends to be based on assessing teachers' change in knowledge of mathematical concepts.…”

“…There is a gap between what Indigenous students and families know keeps them safe at school (anti-racism plans) and what happens at school (denial of their identity, harassment, assault and abuse) (Moodie, Maxwell, & Rudolph, 2019). There is a gap between what we do measure (teachers' mathematics knowledge) and what we need to measure (students' mathematics knowledge) (Miller & Armour, 2021). But we believe that the largest gap is the one between research that is directed by researchers, and research that is directed by communities who need it.…”

Building Better Schools with Evidence-based Policy

“…Teachers at [INSERT name of school] draw on evidence-based practices to support a strengths-based approach to teaching, learning and assessment that is culturally responsive and provides the opportunities for students to excel (Miller & Armour, 2019).…”