A project was designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explored the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study was concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparisons were made with data for children at other schools. The data were derived from interviews with young children and provided evidence of their performance in several key areas of early mathematics. Based on the initial results, the schools were categorized into three types ranked in descending order of achievement level: the White middle-class schools, the town Aboriginal and White working class schools, and the remote Aboriginal schools. There was a rather consistent gain in mean achievement scores for the majority of all schools over the course of the first year; hence, existing differences between school types at the beginning of the year were still evident at the end of that year. At this stage, it is difficult to conclude whether the intervention program has improved mathematics achievement for the remote Aboriginal children; yet, at minimum, there is also no evidence of the progressive retardation that describes the prevailing situation where Aboriginal children drop farther behind as they advance through school. (30 references) (Author/JJK)