Potential areas of strength: 1.

Aboriginal children have a strong sense of belonging and connectedness with their community, their place and the land. They possess strong kinship systems and supportive networks (Howard & Perry, 2011). Implications for teaching and learning: Indigenous students can feel disengaged in a classroom where they feel they do not belong (Lowe, 2011; Sarra, 2011). Mathematics education needs to be a place of belonging for Aboriginal students (Howard & Perry, 2011). Research indicates significant improvement in numeracy outcomes for Indigenous students where community capacity building has occurred, mutual partnerships developed and community voice included in the mathematical pedagogical practices, curriculum and experiences within schools (Australian Association of Mathematics Teachers [AAMT], 2013; South Australia Department of Education and Children's Services [DECS], 2005; Sara, 2011; Sarra, 2011; Steering Committee for the Review of Government Service Provision [SCRGSP], 2011). For example; Monday Maths Mob (AAMT, 2010).

Potential areas of strength: Aboriginal perspectives are inclusive of non-Indigenous peoples perspectives (DET, 2011). Implications: Culturally responsive pedagogies and specific strategies found to support Indigenous students, support the learning of mathematics for all students (Board of Studies NSW, 2000; Morris & Mathews, 2011). For example; hands on and visual learning (Department of Education, Science & Training [DEST], 2008) and collaborative group work (Frigo, 1999).

Potential areas of strength: The extensive range of mathematical experiences situated within the lives of Indigenous students (Frigo, 1999). Implications: Examples: Algebraic thinking within kinship systems and patterns in dance, artefacts and artwork (DEST, 2008; Frigo, 1999; Harrison, 2011). Concepts of space and measurement within Aboriginal land maps and weaving patterns

(Queensland Studies Authority, 2013). Specific cultural experiences such as bush games are mathematically opportunistic and rich (DESC, 2005).

Potential areas of difficulty 1): 1. The well documented disjunction between mathematics at home and within the Discourse of the school (Howard & Perry, 2011) and the long term disadvantage on numeracy learning (Frigo et al., 2003; SCRGSP, 2011). Implications for teaching and learning: This occurs specifically in the contexts in which mathematics is experienced (Frigo, 1999) and the ways of learning mathematics within these contexts (Sara, 2011; Sarra, 2011). Indigenous students may possess different ways of learning mathematics (See figure A) that are different from the 'pedagogical mainstreaming' (Lowe, 2011, p.14), pen to paper, linear, abstract mathematics commonly found in classrooms (Frigo, 1999; Sarra, 2011). When relevancy is increased, motivation and engagement increases (Barnes, 2000; Frigo & Simpson, 2001).

Figure A. "8ways of learning map; A pedagogical framework" (AAMT, 2011)

Potential areas of difficulty 2): Teachers deficit discourse (Harrison, 2011; Sarra, 2011). Implications for teaching and learning: Deficit discourse has a cyclic nature of self-fulfilling prophecy effects (Brophy, 1983). Specifically in social positioning, the development of a negative self concept and the content and mathematical experiences teachers plan for Indigenous students (Howard & Perry, 2011; Sarra, 2011; Sullivan, 2011). Deficit understanding can be caused by lack of understanding of Indigenous learners and their histories (Harrison, 2011). Teaching strategies for Difficulty , 2 and Strengths, 1, 2 and 3

Researchers are calling for strengths based strategies to support Indigenous learners in the mathematics classroom. These are improving mathematical outcomes for all students (SCRGSP, 2011). Teachers need to move from the historical deficit model focusing on gaps in Indigenous learning, to building on the learning that already exists (ACER, 2013) and engaging in culturally responsive mathematics pedagogy (Martin, 2007; Sarra, 2011). Teachers must build partnerships based on mutual respect, accountability and intense collaboration with learners and their communities (Howard, Feirer, Lowe & Anderson, 2006; Lowe, 2011; Sarra, 2011). A two way learning process between students and the teacher must be created (AAMT, 2013; Howard, Feirer, Lowe & Anderson, 2006). Understanding and pedagogies developed through these relationships should be used to contextualise the mathematic classroom and embed the local and individual perspectives, language, mathematical experiences, needs and identities within classroom pedagogy, content, materials and experiences (Frigo, 1999; Lowe, 2011; Morris & Mathews, 2011; Sara, 2011; Sarra, 2011). Teachers must gather information of how mathematics is used in the community for true contextualisation (AMMT, 2013; Board of Studies, 2000). This is learner centred practice and does not stereotype all Indigenous students to general needs/learning styles found through research (Frigo, 1999). Teachers must engage the 'presence' of the community, carers and Indigenous educators within the mathematic classroom (AAMT, 2013; Frigo, 1999; Frigo et al., 2003; Lowe, 2011). Who is present can make the difference (Harris, 1984). Teachers must maintain professional development (Board of studies, 2000; Howard & Perry, 2008) and form/participate in professional learning communities like Connect with maths (AAMT, 2013). Teachers must engage in the reflective, equitable practice of critical pedagogy and value 'other' understandings (Frigo, 1999; Sara, 2011; Sulliven, 2011).This should lead to high expectations and the valuing of all students (Frigo, 1999; Sarra, 2011). Strategies should exist within a broader approach; such as EATSIPS (DET, 2011).

Potential difficulty 3) Accessing the language of mathematic discourse and mathematical logical connectives.

"I'm good at maths but not good at reading maths" (DECS, 2005, p.17). Implications for teaching and learning: Language mismatch between home and school contexts is proving to be a long term disadvantage for Indigenous students in numeracy (Zevenbergen, 2000). Teaching strategies: Recognise mathematics is a linguistic exercise (Frigo, 1999) Code switching exercises (numeracy research review) Using understanding gained in strategy 1 section (numeracy research reviw) Explicit teaching in mathematic terms and logical connectives (Condulla cluster WA) Accelerated Literacy approach (Condulla cluster WA) Hands on work, manipulatives Oral, writing and reading maths (numeracy research review) Scaffolded literacy pedagogy (spiral learning of structure of maths problems etc)

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