Working together to enhance Australian Aboriginal students' mathematics learning

This paper focuses on the social justice imperative to bring about improved mathematical learning outcomes for Aboriginal students. It provides comment whereby mathematics educators can appreciate more fully the context in which many Aboriginal students learn mathematics. Further, the paper reports on five mathematics education case study projects initiated by educational systems working collaboratively with Aboriginal communities. It examines each program using seven constructs: social justice; empowerment; engagement; reconciliation; self-determination; connectedness; and relevance. As an outcome, possible roles and responsibilities of mathematics educators for working collaboratively with Aboriginal communities to provide appropriate mathematics pedagogy for Aboriginal students are identified