The Mathematics of Indigenous Card Games: Implications for Mathematics Teaching and Learning

Many rural Indigenous students perform poorly in mathematics as measured by standard tests. This paper discusses contextualisation of mathematics with respect to Indigenous culture and explores the card games the children play out of school. It was found that some of the games were sophisticated and mathematical in terms of strategies needed to succeed. The paper provides descriptions and mathematical analyses of two games which could be used to develop assessment tools to explore the mathematical understanding of Indigenous students and motivating learning activities consistent with existing community mathematics contexts. It draws implications for the use of these games as contextualisation. Worldwide, there has been a strong emphasis on the importance of developing a numerate populace who can cope effectively with the practical mathematical demands of everyday life at school and at home, in paid work, and for participation in community and civic life (Australian Association of Mathematics Teachers, 1997). However, some Australian communities fall far short in facilitating the achievement of quality educational outcomes including mathematics outcomes for its students. For example only about 25 % of Year 12 Indigenous students in Queensland were eligible for an OP (Tertiary Entranc