ABSTRACT

Research driven by government policy in mathematics education has focused on determining teaching and learning strategies to promote engagement for Aboriginal and Torres Strait Islander students. The aim of this study is to systematically review empirical research from 2008–2017 that examines ways to promote engagement and support successful outcomes for Aboriginal and Torres Strait Islander students in mathematics. A total of 28 articles were included in the review, and they were examined in relation to research design and the theoretical framework of engagement. Findings indicate that the majority of research conducted are qualitative studies focusing on primary school teachers changes in learning content knowledge and pedagogical content knowledge to teach mathematics. There are limited studies with regards to students’ behavioural and emotional engagement in mathematics. Finally, teaching strategies that support learning in mathematics including, focusing on language and mathematical patterns and representations are identified.

摘要

政府政策在数学教育方面的研究重点在于确定教学策略，以促进原住民和托雷斯海峡岛民学生的参与。这项研究的目的是系统地回顾2008-2017年的经验研究，该研究探讨了各种方法以促进参与和支持原住民和托雷斯海峡岛民学生的数学成功。共有28篇文章被纳入本综述，并就研究设计和参与理论框架进行了审查。调查结果表明，进行的大多数研究是定性研究，侧重于小学教师在学习数学的教学内容知识和教学内容知识方面的变化。关于学生在数学中的行为和情感投入的研究很少。最后，确定了支持数学学习的教学策略，包括侧重于语言和数学模式以及表示形式。