Contents

Title Page
Table of Contents
Abstract

1. Introduction

2. Mathematics and minority groups
2.1. Learning the mathematico – technological culture

3. Reflections on mathematics in mainstream society
3.1. Becoming a counting person
3.2. Learning in school
3.3. Spatial learning

4. Thinking, talking and learning
4.1. Thinking and learning
4.2. Constructing mathematical meanings
4.3. Learning through language

5. Two languages in mathematics education
5.1. Bilingual children in mainstream education
5.2. Two languages in cross-cultural education
5.3. Mathematics in the mother tongue
5.4. Language, culture and meaning
5.5. Moving into the MT culture

6. An Aboriginal view of reality
6.1. A concern for quality
6.2. Many languages: many systems of knowledge
6.3. Ethnomathematics and formal schooling

7. Conclusion

Bibliography