As Australia becomes increasingly diverse, our mathematics classrooms must evolve to reflect and celebrate this cultural richness. Culturally responsive pedagogy (CRP) is more than a buzzword — it’s a research-informed, equity-focused approach that strengthens student engagement and deepens understanding by making learning more relevant to students’ lived experiences. In mathematics, a subject often considered abstract and detached from culture, CRP offers a powerful tool for inclusion, empowerment, and connection.

Why culture matters in mathematics

Mathematics has often been portrayed as culturally neutral — just numbers, formulas, and logic. But this perspective ignores the ways in which mathematical knowledge is shaped, valued, and applied across different cultures. As Gay (2018) explains, culturally responsive teaching “uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective.” In mathematics, this means recognising the ways students from various backgrounds engage with mathematical thinking both in and out of school.

For Aboriginal and Torres Strait Islander students, culturally responsive mathematics must include recognition of Indigenous knowledge and perspectives. Mathematics is embedded in First Nations cultures — visible in art, kinship systems, spatial reasoning, navigation, and environmental management. Incorporating these contexts helps students see maths as something meaningful and connected to their identity.

The role of ATSIMA and Indigenous knowledge

One leading organisation in this space is the Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA). ATSIMA works to embed Indigenous perspectives into mathematics education and promote culturally responsive teaching practices. Their work helps ensure Aboriginal and Torres Strait Islander voices are not just included but centred in curriculum conversations.

We had the privilege of working with ATSIMA to co-develop a series of culturally responsive mathematics projects. These projects integrate Indigenous perspectives and mathematical thinking in meaningful ways and are designed for classroom use. You can explore and download these resources directly from our website.

Incorporating Indigenous mathematical perspectives might involve analysing patterns in Aboriginal artwork, exploring kinship structures through graph theory, or using traditional navigation and astronomy practices as contexts for teaching geometry and trigonometry. These practices make mathematics richer, more relevant, and more inclusive.

Culturally responsive teaching in practice

In a culturally responsive mathematics classroom, teachers:

• Use examples, contexts, and problems that reflect the diverse cultural backgrounds of their students.
• Validate and build upon students’ linguistic and cultural strengths.
• Create space for students to share their own mathematical strategies or problem-solving methods.
• Challenge deficit narratives by setting high expectations and affirming all students’ ability to succeed in maths.

For example, a lesson on patterns might explore African tessellations, Torres Strait Islander weaving, or Islamic geometric designs. A statistics unit could involve analysing real-world data about local communities or environmental issues relevant to students’ cultural contexts.

Impact on engagement and achievement

Research shows that culturally responsive teaching improves student motivation, engagement, and academic performance. When students see their identities reflected in the curriculum, they are more likely to feel a sense of belonging and ownership over their learning.

Moreover, CRP supports the development of critical thinking by encouraging students to question dominant narratives and consider multiple perspectives. In maths, this might involve examining how data can be used to support or challenge social issues, or how mathematical models are constructed and who they serve.

Supporting teachers through professional learning

While many teachers want to be more culturally responsive, they often lack the training or resources to do so effectively. Targeted professional learning is crucial. Programs like those offered by ATSIMA and curriculum support materials from the Australian Curriculum Assessment and Reporting Authority (ACARA) provide guidance on how to authentically integrate Indigenous content and culturally relevant contexts into maths teaching.

Professional learning communities, cultural consultants, and co-teaching with First Nations educators can also strengthen culturally responsive practice and ensure it is not tokenistic.

Policy and curriculum alignment

The Australian Curriculum: Mathematics has increasingly incorporated references to Aboriginal and Torres Strait Islander Histories and Cultures through cross-curriculum priorities. However, implementation remains inconsistent. Stronger policy support, teacher training, and resourcing are needed to ensure these intentions become embedded classroom realities.

Placing culture at the centre

Culturally responsive pedagogy is not about adding a few examples to a lesson — it’s about shifting the way we see students, mathematics, and the purpose of education. By integrating culture into mathematics learning, we honour students’ identities, challenge systemic inequities, and build more inclusive, meaningful mathematics classrooms for all.

Free ATSIMA resources for your classroom 

To support teachers in implementing culturally responsive pedagogy, Maths Pathway offers a range of resources developed in collaboration with ATSIMA. These resources integrate Indigenous perspectives and mathematical thinking, providing teachers with practical tools to make learning more meaningful and inclusive. These resources are available for download through the links below: 

Rich Task: Footy Trip
Rich Task: Meal Plans
Rich Task: Checkout Challenge

Further Reading

Aboriginal and Torres Strait Islanders Mathematics Alliance (ATSIMA). (n.d.). ATSIMA – Supporting Indigenous voices in mathematics education. https://atsima.com/

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465