#106 Dr Amber Hughes: Rethinking what counts as mathematical knowledge
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#106 Dr Amber Hughes: Rethinking what counts as mathematical knowledge
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Dr Amber Hughes, Postdoctoral Research Fellow at the University of Newcastle (UON), talks about decolonising mathematics education in Australia. Her work asks whathappens when we look beyond access to the existing curriculum and think more deeply about whose knowledges are recognised, represented, and valued in mathematics. We discuss the limits of ‘Closing the Gap’ framings, the role ofAboriginal and Torres Strait Islander knowledges, why listening and humility matter, and why teachers do not need to have all the answers before they begin.
For out-of-field maths teachers, this conversation opens up a different way of thinking about mathematics teaching: not as a rush to the ‘right’ method, but as relational, reflective, and open to students’ intuitive and creative ways of knowing. Amber is also part of the Teachers and Teaching Research Centre at the UON.
Links:
https://www.newcastle.edu.au/profile/amber-hughes
https://www.newcastle.edu.au/research/centre/teachers-and-teaching