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Using a community research approach, the article analyzes parents’ mathematical competencies and shows how these culturally accumulated knowledges validate community identities. It argues for integrating such knowledge into early school transition, building bridges between communities and classrooms for teachers, parents, and children.",{"@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/mathematics-funds-of-knowledge-sotmaute-and-sermaute-fish-in-a-torres-strait-islander-community-article/594484/",{"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/mathematics-funds-of-knowledge-sotmaute-and-sermaute-fish-in-a-torres-strait-islander-community-article/594484.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What mathematical practices are highlighted in the article?","Question",{"text":112,"@type":113},"The article focuses on sotmaute (sorting) and sermaute (partitioning) that appear in the community practice of giving and distributing fish.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the core purpose of using a funds of knowledge approach?",{"text":117,"@type":113},"It frames people as competent and emphasizes knowledge historically and culturally accumulated through daily life, which can support learning foundations for early school.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect community knowledge to formal education?",{"text":121,"@type":113},"It argues that transition to early schooling should be supported by authentic engagement in productive activities, treating the classroom as an information exchange that draws on multiple funds of knowledge tied to mathematics curricula.","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},594484,1792189596,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 52, Number 1, April 2012  \nMathematics funds of knowledge: Sotmaute and Sermaute fish in a Torres Strait Islander community  \nBronwyn Ewing  \nYumi Deadly Centre, Queensland University of Technology  \nThe purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents’funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea offunds of knowledge is based on the premise that people are competent and have knowledge that has been historically and culturally accumulated into a body of knowledge and skills essential for their functioning and well-being. This knowledge is then practised throughout their lives and passed onto the next generation of children. Through adopting a community research approach, funds of knowledge that can be used to validate the community’s identities as knowledgeable people, can also be used as foundations for future learning for teachers, parents and children in the early years of school. They can be the bridge that joins a community’s funds of knowledge with schools validating that knowledge.  \nMathematics funds of knowledge 135  \nKeywords: Torres Strait Islands, Torres Strait Islander parents, Indigenous Knowledge Centre, funds of knowledge, sorting, partitioning.  \nWhat can be learned from Torres Strait Islander parents’ funds of mathematical knowledge and incorporating into the transition to formal school?  \nAt a time when a number of strategies have been implemented to increaseTorres Strait Islander parents’ participation in education with their children (see for example, Department Education, Employment and Work Relations 2011; Torres Strait Islander Regional Education Council 2011), I argue that going beyond the simple dichotomy between parents’ funds of knowledge (experience, out-of-school, intuitive, tacit) and academic (in-school, linear, deliberate) is critical. For children in the early years of schooling, instruction must be underpinned with authentic engagement in productive activities, drawing on prior knowledge and complexity and the dialogical emergence of instruction. What this means for educational practice is that by inviting children into a world of motivating activities where the everyday and spontaneous comes into contact with school, the children’s and their parents’ engagement with both the activity and the social context are foregrounded so that questions and inquiry can occur (Gonzalez et al. 2005) . That is, the classroom becomes an information exchange that draws on multiple funds of knowledge that are activated and tied with mathematics curricula (see, for example, Australian Curriculum and Reporting Authority 2009; Department of Education and Training, Queensland 2010; Department of Education, Training and the Arts, Queensland 2008) .  \nAt the heart of this project a funds of knowledge approach is adopted because it provides a powerful and rich way to learn about communities in terms of their resources, their mathematical  \n136 Bronwyn Ewing  \ncompetence related to sotmaute (sorting) and sermaute (partitioning) through the giving of fish and the way they utilise these processes to support the education of their children. Through familial and social networks, Torres Strait Islander parents build capacity amongst one another and with their children (Makuwira 2007) . Such networks validate the parents’ own definitions of maths as they exist in their communities—‘funds of knowledges’ that are applied in daily life (Moll 1992: 133). The idea of funds of knowledge views that people are competent and have knowledge that has been grown and developed through their life experiences that have given them that knowledge.  \nIf one accepts the premise of this article, that funds of knowledge of mathematics are those that reflect the unique histories and culture of communities and which are historically and culturally accumulated, then the","cbCaiequH6R2VUaG","https://ap.wps.com/l/cbCaiequH6R2VUaG","pdf",665051,"English","# Introduction\n# Funds of knowledge concept and educational implications\n# Mathematical practices: sotmaute and sermaute\n# Community networks and distribution of fish\n# Linking community knowledges to formal schooling","[{\"question\":\"What mathematical practices are highlighted in the article?\",\"answer\":\"The article focuses on sotmaute (sorting) and sermaute (partitioning) that appear in the community practice of giving and distributing fish.\"},{\"question\":\"What is the core purpose of using a funds of knowledge approach?\",\"answer\":\"It frames people as competent and emphasizes knowledge historically and culturally accumulated through daily life, which can support learning foundations for early school.\"},{\"question\":\"How does the article connect community knowledge to formal education?\",\"answer\":\"It argues that transition to early schooling should be supported by authentic engagement in productive activities, treating the classroom as an information exchange that draws on multiple funds of knowledge tied to mathematics curricula.\"}]","Mathematics funds of knowledge: Sotmaute and Sermaute fish in a Torres Strait Islander community - Article | PDF",1792079244,48]