Tag Archives: #indigenousmathematics

Considering indigenous knowledges and mathematics curriculum

Gladys Sterenberg (2013) researched “one Aboriginal teacher’s approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation School” (p. 18). She emphasized the need for this approach as it fosters a positive experience for younger Aboriginal students in mathematics thus enhancing and encouraging their participation in postsecondary studies of mathematics (Sterenberg, 2013). Sterenberg (2013) showed how the teacher tried to ensure her approaches were not tokenistic ways but rather honoured Indigenous knowledges. The first approach “began from Western mathematics and attempted to attach an Aboriginal perspective” (Sterenberg, 2013, p. 29) while the second approach was designed with an elder from a learning of place with Indigenous knowledges then incorporating the Western mathematics. The teacher felt the latter approach was much more successful, authentic learning experience for her students whereas the first approach did not succeed. This study highlights the need for an educator to build strong relationships and to focus on learning from place.

Reference:

Sterenberg, G. (2013). Considering indigenous knowledges and mathematics curriculum.Canadian Journal of Science, Mathematics and Technology Education, 13(1), 18-32. doi:10.1080/14926156.2013.758325

Designing a model of culturally responsive mathematics education: place, relationships and storywork

While researching my research project for digital storytelling I stumbled across this article Designing a model of culturally responsive mathematics education: place, relationships and storywork by Cynthia Nicol, Jo-ann Archibald and Jeff Baker. I was instantly intrigued for within my own classroom I struggle to incorporate relevant mathematical concepts from a First Nations perspective. I found this study fascinating as it occurred over 3 years, with 7 participants (3 First Nations ancestry) in a “small rural school district” (p 76) in the Pacific Northwest, British Columbia who met for full days every “four to eight weeks throughout the school year” (p 78). I believe that kind of support would be invaluable when learning to incorporate culturally responsive pedagogy into your practice. Since culturally responsive education (CRE) “cannot be approached as a recipe or series of steps that a teacher can follow” (p 76), the researchers drew upon “Archibald’s (2008) Indigenous storywork theoretical framework (p 77) and “participatory action research” (p 77) in which curriculum is developed within collaboration from involved parties as well as community members (p 77). Over the course of the study the participants developed collective projects and individual projects. Working with stories teachers and community members were able to develop mathematical and cultural investigations and example is using Raven Brings the Light students compared “surface areas and volumes of nested boxes, building nested boxes from paper, exploring the concept of transformation and shape-shifting from a mathematical sense and cultural sense” (p 80). The project determined the following aspects for CRE:

Place- based education: ideas are grounded “to the cultural environment which students and schools are situated” (p 82)
Storywork: cultural stories, legends and art (considered written language) draw context for teaching and learning mathematics (p 83)
Focused on relationships: teachers need to forge relationships with their students, parents and the community
Inquiry based: “inquiry based mathematics provided opportunities to use mathematics to help students make sense of local issues” (p 84).
Requiring social consciousness and personal/collective agency: “commitment to transform mathematics teaching and learning” (p 85)

The big takeaway from the article for me was to become a more culturally responsive teacher a teacher needs to be committed to transforming their practice by using the ideas presented and it can be sustained through support with other educators, parents, and community members. Knowing every Indigenous community is different culturally responsive education will look different in every community I would like to research how to incorporate culturally responsive education within my school.

Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal, 25(1), 73-89. doi:10.1007/s13394-012-0062-3

Miscalculations: Decolonizing and Anti-Oppressive Discourses in Indigenous Mathematics Education

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.