Robyn Jorgensen is a Professor of Education at Griffith University. Her work has been predominantly in the area of mathematics education where she has been focused on understanding the ways in which practice includes or excludes particular groups of learners. She has worked across many Indigenous contexts, most recently spending 12 months in Central Australia, but also including work in the north-west of Australia and Queensland. She has an extensive publication record and is the recipient of numerous Australian Research Council grants. Peter Grootenboer is Senior Lecturer in Mathematics Education at Griffith University. Peter worked in schools for 12 years as a teacher, senior teacher and Dean before moving into the tertiary sector. In 1997 he received a Jim Campbell Award – a national award for teaching excellence in mathematics in New Zealand. Peter completed his MEd and EdD through the University of Waikato focussing on mathematics education and educational leadership. Recently Peter’s research has focussed on Indigenous education, and issues related to equity and identity in mathematics learning and teaching. Peter Sullivan is Professor of Science, Mathematics and Technology Education, Monash University. Peter is editor of the Journal of Mathematics Teacher Education, the leading international journal in the field. He was a member of the Executive of the International Group for the Psychology of Mathematics Education for four years. He is currently President of the Australian Association of Mathematics Teachers. Peter has established a reputation among researchers and practitioners for classroom research. His research on the use of open questions in mathematics classes has resulted in 4 books, 2 chapters in books, 12 refereed journal articles, 10 referred conference publications, and 5 research grants. He has also won competitive grants to conduct research on tasks generally, and processes for overcoming barriersto student learning.

• Foreword Paul Hughes.- PrefaceRobyn Jorgensen, Peter Sullivan and Peter Grootenboer.- Chapter 1: An Aboriginal perspective on education –Policy and practiceDale Kerwin and Harry van Issum.- Chapter 2: A systemic evidence-based strategy to improve Indigenous students’ numeracy and literacyThelma Perso.- Chapter 3: Indigenous Education Workers: A special case of educational assistantBob Funnell.- Chapter 4: Combating role discontinuity for principals of remote Indigenous schoolsRichard Niesche.- Chapter 5: Teacher s’ beliefs and practices in teaching mathematics in remote Aboriginal schoolsRobyn Jorgensen, Peter Grootenboer and Richard Niesche .- Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and NumeracyRod Gardner and Ilana Mushin.- Chapter 7: Naming method: “This is it, maybe, but youshould talk to …”Lisa Lunney-Borden and Dave Wagner.- Chapter 8: A three-level intervention pedagogy to enhance the academic achievement of Indigenous students: Evidence from QuickSmartJohn Pegg and Lorraine Graham.- Chapter 9: Building confidence and fostering engagement in Aboriginal learnersPeter Sullivan and Niek van Riel.- Chapter 10: Connecting children, community and curriculumJennifer Rennie.- Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kiskānītamowin Indigenous science education model to an informal education programDawn Sutherland and Natalie Swayze.- Chapter 12: Using digital media to mediate learning in remote Aboriginal communitiesRobyn Jorgensen.

Robyn Jorgensen is a Professor of Education at Griffith University. Her work has been predominantly in the area of mathematics education where she has been focused on understanding the ways in which practice includes or excludes particular groups of learners. She has worked across many Indigenous contexts, most recently spending 12 months in Central Australia, but also including work in the north-west of Australia and Queensland. She has an extensive publication record and is the recipient of numerous Australian Research Council grants. Peter Grootenboer is Senior Lecturer in Mathematics Education at Griffith University. Peter worked in schools for 12 years as a teacher, senior teacher and Dean before moving into the tertiary sector. In 1997 he received a Jim Campbell Award – a national award for teaching excellence in mathematics in New Zealand. Peter completed his MEd and EdD through the University of Waikato focussing on mathematics education and educational leadership. Recently Peter’s research has focussed on Indigenous education, and issues related to equity and identity in mathematics learning and teaching. Peter Sullivan is Professor of Science, Mathematics and Technology Education, Monash University. Peter is editor of the Journal of Mathematics Teacher Education, the leading international journal in the field. He was a member of the Executive of the International Group for the Psychology of Mathematics Education for four years. He is currently President of the Australian Association of Mathematics Teachers. Peter has established a reputation among researchers and practitioners for classroom research. His research on the use of open questions in mathematics classes has resulted in 4 books, 2 chapters in books, 12 refereed journal articles, 10 referred conference publications, and 5 research grants. He has also won competitive grants to conduct research on tasks generally, and processes for overcoming barriersto student learning.

• Foreword Paul Hughes.- PrefaceRobyn Jorgensen, Peter Sullivan and Peter Grootenboer.- Chapter 1: An Aboriginal perspective on education –Policy and practiceDale Kerwin and Harry van Issum.- Chapter 2: A systemic evidence-based strategy to improve Indigenous students’ numeracy and literacyThelma Perso.- Chapter 3: Indigenous Education Workers: A special case of educational assistantBob Funnell.- Chapter 4: Combating role discontinuity for principals of remote Indigenous schoolsRichard Niesche.- Chapter 5: Teacher s’ beliefs and practices in teaching mathematics in remote Aboriginal schoolsRobyn Jorgensen, Peter Grootenboer and Richard Niesche .- Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and NumeracyRod Gardner and Ilana Mushin.- Chapter 7: Naming method: “This is it, maybe, but youshould talk to …”Lisa Lunney-Borden and Dave Wagner.- Chapter 8: A three-level intervention pedagogy to enhance the academic achievement of Indigenous students: Evidence from QuickSmartJohn Pegg and Lorraine Graham.- Chapter 9: Building confidence and fostering engagement in Aboriginal learnersPeter Sullivan and Niek van Riel.- Chapter 10: Connecting children, community and curriculumJennifer Rennie.- Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kiskānītamowin Indigenous science education model to an informal education programDawn Sutherland and Natalie Swayze.- Chapter 12: Using digital media to mediate learning in remote Aboriginal communitiesRobyn Jorgensen.

Robyn Jorgensen is a Professor of Education at Griffith University. Her work has been predominantly in the area of mathematics education where she has been focused on understanding the ways in which practice includes or excludes particular groups of learners. She has worked across many Indigenous contexts, most recently spending 12 months in Central Australia, but also including work in the north-west of Australia and Queensland. She has an extensive publication record and is the recipient of numerous Australian Research Council grants. Peter Grootenboer is Senior Lecturer in Mathematics Education at Griffith University. Peter worked in schools for 12 years as a teacher, senior teacher and Dean before moving into the tertiary sector. In 1997 he received a Jim Campbell Award – a national award for teaching excellence in mathematics in New Zealand. Peter completed his MEd and EdD through the University of Waikato focussing on mathematics education and educational leadership. Recently Peter’s research has focussed on Indigenous education, and issues related to equity and identity in mathematics learning and teaching. Peter Sullivan is Professor of Science, Mathematics and Technology Education, Monash University. Peter is editor of the Journal of Mathematics Teacher Education, the leading international journal in the field. He was a member of the Executive of the International Group for the Psychology of Mathematics Education for four years. He is currently President of the Australian Association of Mathematics Teachers. Peter has established a reputation among researchers and practitioners for classroom research. His research on the use of open questions in mathematics classes has resulted in 4 books, 2 chapters in books, 12 refereed journal articles, 10 referred conference publications, and 5 research grants. He has also won competitive grants to conduct research on tasks generally, and processes for overcoming barriersto student learning.

• Foreword Paul Hughes.- PrefaceRobyn Jorgensen, Peter Sullivan and Peter Grootenboer.- Chapter 1: An Aboriginal perspective on education –Policy and practiceDale Kerwin and Harry van Issum.- Chapter 2: A systemic evidence-based strategy to improve Indigenous students’ numeracy and literacyThelma Perso.- Chapter 3: Indigenous Education Workers: A special case of educational assistantBob Funnell.- Chapter 4: Combating role discontinuity for principals of remote Indigenous schoolsRichard Niesche.- Chapter 5: Teacher s’ beliefs and practices in teaching mathematics in remote Aboriginal schoolsRobyn Jorgensen, Peter Grootenboer and Richard Niesche .- Chapter 6: Language for Learning in Indigenous Classrooms: Foundations for Literacy and NumeracyRod Gardner and Ilana Mushin.- Chapter 7: Naming method: “This is it, maybe, but youshould talk to …”Lisa Lunney-Borden and Dave Wagner.- Chapter 8: A three-level intervention pedagogy to enhance the academic achievement of Indigenous students: Evidence from QuickSmartJohn Pegg and Lorraine Graham.- Chapter 9: Building confidence and fostering engagement in Aboriginal learnersPeter Sullivan and Niek van Riel.- Chapter 10: Connecting children, community and curriculumJennifer Rennie.- Chapter 11: Evaluating Indigenous science education programs: Applying the Ininiwi-kiskānītamowin Indigenous science education model to an informal education programDawn Sutherland and Natalie Swayze.- Chapter 12: Using digital media to mediate learning in remote Aboriginal communitiesRobyn Jorgensen.