My first interaction with Prof. Chris Matthews and the underlying philosophies that underpin ATSIMA had a profound effect on my teaching practice and led directly to more engaged students who believed in themselves as young Mathematicians, and my belief in myself as an educator. To be able to stay connected to this work and support ATSIMA through the next phase is something I am extremely humbled and excited by. The approach of ATSIMA is founded in the core belief that our people are mathematicians and are immersed in complex mathematical concepts. As educators our challenge is to create an environment for all students to realise and leverage this. I am confident that the next phase of ATSIMA will expand our important role in developing and delivering robust, reliable and effective classroom, jurisdictional and systemic strategies, whilst challenging the deficit discourse that continues to pervade Mathematics and Indigenous education initiatives.
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