Connecting mathematics and cultural relevancy for adult Aboriginal learners.

摘要

Academic upgrading in mathematics tends to be a subject area viewed by many Aboriginal adult learners as a barrier to enrolment in post-secondary programs or is approached with apprehension. This purpose of this research study was to examine the need to supplement existing mathematics curriculum with online culturally relevant content for a diverse Aboriginal adult learner population. Research methodologies included a literature review, semi-structured interviews with community members, and a learner survey resulting in both qualitative and quantitative data. The findings were organized into seven themes which have implications for instructional practice as well as for curriculum and program development for Aboriginal adult learners. Community feedback and involvement will be essential in guiding the development of the recommendations arising from the study.