This paper is written by 5 math teachers from a variety of cultural and academic backgrounds hoping to explore understanding on how math and education include colonialist practices. The teachers met regularly and worked with a narrative inquiry aimed at decolonizing math through stories. This interested me as I was curious of the colonialist underpinnings specifically in math, but also the idea of learning and teaching through storytelling. They each told their stories of their teaching experiences and tried out new ways. So instead of teaching drills, they taught stories and taught math outside to connect it to place. Then the teachers shared their stories again in hopes of reliving them and shifting practice as well as recognizing colonists’ features.
Nicol, C., Gerofsky, S., Nolan, K. et al. Teacher Professional Learning with/in Place: Storying the Work of Decolonizing Mathematics Education from within a Colonial Structure. Can. J. Sci. Math. Techn. Educ. 20, 190–204 (2020).