Despite a plethora of writings on Australian Aboriginal education (Craven, 1998; Fanshawe, 1999; LeRoux & Dunn, 1997; Malcolm, 1998; Malin, 1998; Morgan & Slade, 1998; Partington, 1998; Russell, 1998; Stewart, 1998), little has dealt with how teacher perceptions of Indigenous students differs from that of their white counterparts. This is despite fairly wide acceptance that the way teachers perceive students will impact on the teaching, learning and assessment outcomes that students receive (Wyatt-Smith, 1995). The research reported was conducted in remote Aboriginal communities throughout Queensland. It addresses how white teachers, who are usually young and newly graduated, view the mathematics learning of Aboriginal students and how these perceptions differ from white students
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