From 1999–2005, the Mathematics in Indigenous Contexts (MIC) project was implemented by the Board of Studies, New

Department of Education and Training, and academics from two universities. MIC project members worked with schools and communities at two sites: a primary school in an urban community in western Sydney and both a primary and secondary school in a rural site in western NSW. These two sites were selected because of the signifi cant enrolment of Aboriginal students in the schools. MIC focussed on establishing learning teams comprising teachers, Aboriginal educators and local Aboriginal community people to develop contextual, multistage mathematics units that suited the learning needs of the local Aboriginal students. This article reports on the implementation of MIC at the rural site. The aim of MIC was to have school(s) and community work together to develop mathematics curricula that enhanced the knowledge and the capacity of the Aboriginal students, community and school(s). MIC was based upon the principle that the mutually benefi cial engagement of people and cultures is essential in building a community’s capacity for educating Aboriginal students. Within MIC, priority was given to the voices o