This book focuses on and presents a model for improving Aboriginal numeracy. It attempts to provide multiple perspectives in order to assist education systems and teachers to appreciate the diversity of Aboriginal cultures and understandings, and to make connections between these and the Western Mathematics presented in Australian schools. The model presented incorporates the three elements of: Aboriginal people and their culture; Aboriginal children and their mathematical understandings; and explicit mathematics teaching. Each element is discussed from a research perspective, in terms of what is known about each of these focus areas, and where the 'gaps' in knowledge in these areas lie.