The paper written by Stravos Georgios Stavrou and Dianne Miller, whom both identify as of White settler heritage, is a compelling in-depth examination of Indigenous mathematics education. The paper argues that math is not a culturally neutral subject therefore teachers must examine the curriculum and teaching methods to enable a higher rate of success for Aboriginal learners. The paper highlights the difference of Indigenous knowledge compared to Western science and mathematics and how the two do not always align. For example, an Indigenous language word may not exist for a Western mathematical translation therefore a teacher cannot simply write or say the math problem in the Indigenous language. The authors noted feelings of frustration and inadequacy by Indigenous communities when this approach is taken. As well, the paper argues oversimplification of incorporation of Aboriginal culture into mathematical problems does not meet the needs of Aboriginal students ie., The tribe set up 6 teepees and took 2 down. How many teepees are left? This type of problem “does little to address inequality, and instead perpetuates stereotypes…” (p. 111) The paper provides 2 examples of authentic Indigenous activities which apply decolonizing methodology. Both examples are place-based learning with strong community connections and appropriate context. The paper contains numerous references and is an interesting read as the authors do challenge current research on Indigenous math practices. Introducing decolonizing methodology into the classroom will require time and energy of a teacher but isn’t it worth it?
Stavrou, S. G., & Miller, D. (2017). Miscalculations: Decolonizing and anti-oppressive discourses in indigenous mathematics education. Canadian Journal of Education, 40(3), 92-122.