Abstract
The Mathematics in Indigenous Languages project seeks to design and deliver mathematics education in Indigenous languages in remote Northern Territory schools. We work collaboratively as a team of researchers in linguistics and education, and school-based educators from three language groups: Pitjantjatjara, Tiwi and Anindilyakwa. This paper focuses on how teaching mathematics through First Nations children’s first language also contributes to broader language maintenance goals. We take a strengths-based approach, identifying the existing mathematical affordances of the languages. This involves the identification and development of a mathematics register, undertaken in collaboration with Elders and knowledge holders. Often, there is appropriate traditional terminology, predating colonial contact, which can be used. However, in some cases the children may not know this and may be using English or Kriol equivalents only. In other cases, traditional terminology is extended metaphorically to new domains. The mathematics classroom also provides children with opportunities for rich oral language use and increases the value of adult speakers in the school. Through this project we are developing a concrete pathway for intergenerational knowledge transmission in this high-status domain.