Description:
Mathematics is embedded within, and shaped by, culture.
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority (CCP) in both the Victorian and Australian Curriculum invites educators to engage with First Nations peoples’ knowledges, experiences, values and perspectives (ACARA, 2026).
Through 9 rich contexts woven throughout the mathematics curriculum, the CCP provides powerful opportunities to connect concepts, contexts and content in ways that deepen learning and relevance for all learners.
When mathematics is taught through culturally responsive contexts, First Nations learners are better supported to see themselves and their communities reflected in mathematics (and STEM) learning. At the same time, all students benefit from richer, more meaningful mathematical experiences.
This webinar showcases classroom examples from the Maths in Schools project, funded by the Australian Government Department of Education including Where’s the Mankarr? from Martu Country in Western Australia, which explores statistics through the rich context of Caring for Country.
Dr Caty Morris
Dr Caty Morris was the Curriculum Specialist, Aboriginal and Torres Strait Islander Education at ACARA. In 2017, she received a doctorate for her research in responsive mathematics pedagogy with Aboriginal learners. Her work in both mathematics education and Aboriginal and Torres Strait Islander education has been at school, regional, state and national levels in various teaching and leadership positions from remote to inner city settings.
During 2009-2014, Caty managed a Closing the Gap project for the Australian Association of Mathematics Teachers (AAMT) to improve mathematics and numeracy learning outcomes of urban and regional Aboriginal and Torres Strait Islander students in seven clusters of schools across Australia.
Registrations close 19th May 2026
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