This paper explores how young Indigenous students' (Year 2 and 3) generalise growing patterns. Piagetian clinical interviews were conducted to determine how students articulated growing pattern generalisations. Two case studies are presented displaying how students used gesture to support and articulate their generalisations of growing patterns. This paper presents a hypothesised cultural learning semiotic model that was a result of the interactions that occurred between the non-Indigenous researcher, the Indigenous students and the Indigenous Education Officers.