This mathematics project utilizes technology as a way for students to extend their knowledge of Loom Beading and Metis Finger Weaving. The project highlights the importance of conversations with Indigenous Peoples to gain knowledge through relationships. Students had the opportunity to learn from Elders and Indigenous Artists about their culture and the Indigenous arts of their ancestors. In addition, students could develop mathematics skills by combining this knowledge with coding. Students planned out their patterns created them with hand looms, and then coded their beading project.
This project directly relates to my final research topic as it identifies the importance of partnership between Indigenous and non-Indigenous views. Elder and Indigenous Artists were consulted to educate the students on traditional knowledge. The two websites recognize critical pieces of Culturally Responsive Pedagogy and provide an example of a local context to make learning relevant to students.
For more information on the project:
https://theconstructionzone.wordpress.com/2021/09/30/coding-indigenous-ways-of-knowing-mathematics/
The following website provides the background information needed for attempting such a project discussing topics like the importance of relationships, protocols, the story of the bead, and cultural appropriation. It provides a clean layout and offers direct connections to the math curriculum topics.
https://sites.google.com/teltgafe.com/indigenouslearnersinmath/session-2?authuser=0