This paper reports on part of a large study investigating how Indigenous students’ mathematical proficiency can be effectively supported in the primary years. Within this study, the problem-solving processes of thirty-six primary aged students in an Indigenous community school were evaluated. This was examined by ascertaining students’ problem-solving proficiency on a written test, conducting error analysis from written test scripts, followed by Newman interviews. The findings indicated that supporting students’ strategic competence and productive dispositions were critical in fostering students’ problem-solving success. When students’ strategic competence was supported through a scaffolded Newman interview, students’ problem-solving proficiency increased. Furthermore, the oral and personal nature of Newman interviews acted to significantly increase students’ productive dispositions towards the tasks. These findings have implications for teaching practice and provide tangible points of action that classroom teachers can implement to support Indigenous students’ success in problem-solving.

本文报道了一项大型研究的一部分，该研究调查了如何在小学阶段有效地支持土著学生的数学能力。在这项研究中，评估了土著社区学校 36 名小学生的问题解决过程。这是通过确定学生在笔试中解决问题的能力，对笔试脚本进行错误分析，然后进行纽曼访谈来检验的。研究结果表明，支持学生的战略能力和生产性倾向对于培养学生解决问题的成功至关重要。当学生的战略能力通过支架式纽曼访谈得到支持时，学生解决问题的能力就会提高。此外，纽曼访谈的口头和个人性质显着提高了学生对任务的生产性倾向。这些发现对教学实践有影响，并提供了课堂教师可以实施的切实行动点，以支持土著学生成功解决问题。