Reforming pedagogy in remote Indigenous contexts

Abstract

A new project is underway to improve mathematical learning by Indigenous students in Western Australia's east Kimberley region. Six schools are taking part, all based in self-governing Indigenous communities. The project uses a learning model that was developed by Stanford University for use with disadvantaged low-performing students in the USA adapted to the Australian Indigenous context. It combines high-quality, challenging mathematics content, group work, use of the students' home language and allowance for different learning styles.