Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital

Robyn Anderson, Alexander Stütz, Thomas James Cooper, Rod Nason


This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics—Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F–2) teachers' capacity to teach mathematics and through this to enhance F–2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F–2 Indigenous and low-SES students.


teacher professional development; multicultural capital; knowledge for teaching; Indigenous students; low-SES students

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