ABSTRACT
This chapter explores an important issue related to Aboriginal and Torres Strait Islander young people and low socio-economic status (SES) young people including those involved in detention in the juvenile justice system. This chapter focuses on student engagement in mathematics education, emphasising the importance and benefits of integrating culturally responsive pedagogies and practices into teaching and learning to actively engage and improve the mathematics achievement of young people. It is important that educators make visible and acknowledge the culture of their students, to inform and guide their planning and instruction in mathematics. This chapter highlights how building on the knowledge, strengths, and lived experiences of Indigenous people in communities can enhance the teaching and learning experiences of students when embedding Indigenous perspectives in mathematics.
