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The review critiques direct instruction characteristics and highlights implications for teaching and learning for Indigenous students. It addresses documented achievement gaps in reading and mathematics and considers accountability-driven testing and data expansion, including trials of direct instruction in Queensland schools with high Indigenous populations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/direct-instruction-in-mathematics-issues-for-schools-with-high-indigenous-enrolments-a-literature-review/594433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/direct-instruction-in-mathematics-issues-for-schools-with-high-indigenous-enrolments-a-literature-review/594433.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is direct instruction and where does it come from?","Question",{"text":112,"@type":113},"The paper describes direct instruction as a comprehensive system of education that originated from the 1960s Project Follow Through model. It is defined as involving all aspects of instruction, with strong emphasis on explicit, highly directed teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why focus on schools with high Indigenous enrolments?",{"text":117,"@type":113},"The review links this focus to substantial achievement gaps between non-Indigenous and Indigenous students at risk of school failure. Evidence discussed includes lower average performance in reading, mathematical and scientific literacy for Indigenous students.",{"name":119,"@type":110,"acceptedAnswer":120},"What issues and implications are assessed in relation to Indigenous learners?",{"text":121,"@type":113},"The article critiques characteristics of direct instruction to identify implications for teaching and learning for Indigenous students. It also considers factors that influence mathematics performance and the way policy-driven assessment shapes instructional approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594433,1792191672,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nVolume 36 | Issue 5 Article 6  \n2011  \nDirect Instruction In Mathematics: Issues For  \nSchools With High Indigenous Enrolments: A Literature Review  \nBronwyn Ewing [bf.ewing@qut.edu.au](bf.ewing@qut.edu.au)  \nRecommended Citation  \nEwing, Bronwyn (2011) \"Direct Instruction In Mathematics: Issues For Schools With High Indigenous Enrolments: A Literature Review,\"Australian Journal of Teacher Education: Vol. 36: Iss. 5, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol36/iss5/6](http://ro.ecu.edu.au/ajte/vol36/iss5/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol36/iss5/6](http://ro.ecu.edu.au/ajte/vol36/iss5/6)  \nAustralian Journal of Teacher Education  \nDirect Instruction In Mathematics: Issues For Schools With High Indigenous Enrolments: A Literature Review  \nBronwyn Ewing  \nQueensland University of Technology  \n[bf.ewing@qut.edu.au](bf.ewing@qut.edu.au)  \nAbstract: Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade of influencing curriculum, instruction and research, direct instruction is also into its third decade of controversy because of its focus on explicit and highly directed instruction for learning.  \nCharacteristics of direct instruction are critiqued and discussed to identify implications for teaching and learning for Indigenous  \nstudents.  \nIn recent years in Australia the achievement gap between non-Indigenous, economically advantaged students and Indigenous students at risk of school failure—for instance, those of lower socio-economic status have become a primary concern in Australian education (De Bortoli & Thomson, 2010; The Productivity Commission, 2009; Thomson & Hillman, 2010) . The analysis of data from the OECD Program for International Student Assessment from 2000-2006 (De Bortoli et al., 2010) reveals large gaps between reading and mathematics scores for Indigenous students who are economically disadvantaged. Indigenous students were found to perform at a substantially and statistically lower average level in reading, mathematical and scientific literacy than their non-Indigenous peers, across all PISA cycles (De Bortoli, et al., 2010) . Indigenous students, who had poor attendance at school for long periods of time and changed schools regularly, were found to underperform in mathematics compared to students who spend more time on mathematical tasks. The findings showed that “disciplinary climate, absence during primary school, elaboration strategies, socioeconomic status, self-efficacy in mathematics, self-concept in mathematics, gender and preschool attendance were found to significantly influence mathematics performance (p. 88) .”  \nMany authors have pointed out that these results have forced schools to address the education of underserved and underachieving students (Flemming, 2009; Masters, 2008a; Masters, Rowley, Ainley & Khoo, 2008b); with schools turning their attention to at risk students because Federal and State Government accountability policies, such as the National Assessment Program for Literacy and Numeracy [NAPLAN] requirements, ensure that states test their students uniformly, regardless of school location, student demographics, or student  \nVol 36, 5, April 2011 64  \nAustralian Journal of Teacher Education  \ndisabilities. Further, states are to expand and improve their data collection proced","cbCailw294jNDYfv","https://ap.wps.com/l/cbCailw294jNDYfv","pdf",197126,29,"English","# Abstract\n## Direct instruction definition and origins\n## Characteristics and critiques\n## Achievement gaps and evidence\n## Policy, accountability, and classroom trials\n## Explicit vs implicit learning","[{\"question\":\"What is direct instruction and where does it come from?\",\"answer\":\"The paper describes direct instruction as a comprehensive system of education that originated from the 1960s Project Follow Through model. It is defined as involving all aspects of instruction, with strong emphasis on explicit, highly directed teaching.\"},{\"question\":\"Why focus on schools with high Indigenous enrolments?\",\"answer\":\"The review links this focus to substantial achievement gaps between non-Indigenous and Indigenous students at risk of school failure. Evidence discussed includes lower average performance in reading, mathematical and scientific literacy for Indigenous students.\"},{\"question\":\"What issues and implications are assessed in relation to Indigenous learners?\",\"answer\":\"The article critiques characteristics of direct instruction to identify implications for teaching and learning for Indigenous students. It also considers factors that influence mathematics performance and the way policy-driven assessment shapes instructional approaches.\"}]","Direct Instruction In Mathematics - Issues For Schools With High Indigenous Enrolments - A Literature Review | PDF",1792079151,73]