caa a22 4500 606187758 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s10857-014-9271-x doi (NATIONALLICENCE)springer-10.1007/s10857-014-9271-x Owens Kay Charles Sturt University, Locked Bag 49, 2830, Dubbo, NSW, Australia aut Changing the teaching of mathematics for improved Indigenous education in a rural Australian city [Elektronische Daten] [Kay Owens] Transforming teachers and their approach to teaching Indigenous students requires partnerships with the Indigenous community, planning, small steps, and funds. This article illustrates how teachers can change when funds are available to assist schools and communities to implement appropriate and effective professional development, to establish partnerships between school and community, to revise teaching approaches and curriculum, and to value family and Aboriginal cultural heritage. The larger study involved four schools in a Stronger Smarter Learning Community in a small rural city, the whole city community, and the interaction among the schools. Interviews with principals, teachers, Aboriginal students, and their community highlighted the increasing interaction between the Aboriginal community and the schools, the increasing warmth and welcome extended both ways, and the impact that these approaches are having on curriculum, teaching, and learning. This article presents the impact in one of the schools involved in the mathematics project. The findings illustrate how the projects facilitated changing teachers' perceptions, skills, and practices and implemented curriculum, and resulted in a culturally responsive, place-based mathematics education. Springer Science+Business Media Dordrecht, 2014 Indigenous education nationallicence Primary education nationallicence School and community partnerships nationallicence Teacher professional development nationallicence Ethnomathematics nationallicence Culturally responsive education nationallicence Mathematics education nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 53-78 1386-4416 18:1<53 2015 18 10857 https://doi.org/10.1007/s10857-014-9271-x text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9271-x text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Owens Kay Charles Sturt University, Locked Bag 49, 2830, Dubbo, NSW, Australia aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 53-78 1386-4416 18:1<53 2015 18 10857