caa a22 4500 388053550 CHVBK 20180307125100.0 cr unu---uuuuu 161130e199809 xx s 000 0 eng 10.1017/S1326011100001836 doi S1326011100001836 pii (NATIONALLICENCE)cambridge-10.1017/S1326011100001836 Maratos John Wiltja Programme, South Australia Reflections on an Aboriginal Homework Centre: Progressive Pedagogies and Ethnomathematics [Elektronische Daten] [John Maratos] Students' social backgrounds, their cognitive development at school and its assessment are three inter-related educational issues. They apply as much to mathematics as any other subject. The history of mathematics education has been largely one of formal pedagogies justified by decontextualised knowledge and skills. This presents a significant challenge for educators who advocate learner-directed pedagogies which contextualise knowledge and skill. This is also a major issue for Aboriginal education, where students' social backgrounds engender unique educational needs. The following article reflects on some recent research and identifies some specific implications for an Aboriginal homework centre. Copyright © Cambridge University Press 1998 The Australian Journal of Indigenous Education Cambridge University Press 26/2(1998-09), 1-5 1326-0111 26:2<1 1998 26 JIE https://doi.org/10.1017/S1326011100001836 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S1326011100001836 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Maratos John Wiltja Programme, South Australia NATIONALLICENCE 773 0- The Australian Journal of Indigenous Education Cambridge University Press 26/2(1998-09), 1-5 1326-0111 26:2<1 1998 26 JIE CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge