Drawing Upon Indigenous Knowledges to Transform the Secondary Mathematics Classroom View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2018-10-25

AUTHORS

Lisa Lunney Borden

ABSTRACT

In our current Canadian context, there is a considerable push to address the needs of Indigenous learners in mathematics, yet many attempts to do so by textbook publishers often result in trivializing of Indigenous knowledge. The framework shared in this article, demonstrates ways to draw upon Indigenous ways of knowing, being and doing in four key areas: (1) The need to learn from Mi’kmaw language, in particular the verb-based nature of Indigenous languages; (2) The importance of attending to value differences between Mi’kmaw concepts of mathematics and school-based mathematics, in particular ideas of ‘enough’, number as play, and the importance of space; (3) The importance of attending to ways of learning and knowing, approaches rooted in spatial reasoning; and (4) The significance of making ethnomathematical connections for students; in particular lessons learned from the Show Me Your Math program. Alongside the description of the framework, pedagogical suggestions are presented that demonstrate how these ideas might be enacted in practice. This work stands as an example of how educators and community members can work together relationally to decolonize mathematics by drawing upon community ways of knowing, being and doing. More... »

PAGES

61-72

References to SciGraph publications

  • 2013. Naming Method: “This is it, maybe, but you should talk to …” in PEDAGOGIES TO ENHANCE LEARNING FOR INDIGENOUS STUDENTS
  • 2012. Aiming for Equity in Ethnomathematics Research in EQUITY IN DISCOURSE FOR MATHEMATICS EDUCATION
  • 2008. The Language of Mathematics, Telling Mathematical Tales in NONE
  • 2011-01-07. Qualities of Respectful Positioning and Their Connections to Quality Mathematics in MAPPING EQUITY AND QUALITY IN MATHEMATICS EDUCATION
  • 2013-03. What’s the word for…? Is there a word for…? How understanding Mi’kmaw language can help support Mi’kmaw learners in mathematics in MATHEMATICS EDUCATION RESEARCH JOURNAL
  • Book

    TITLE

    Teaching and Learning Secondary School Mathematics

    ISBN

    978-3-319-92389-5
    978-3-319-92390-1

    Author Affiliations

    Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/978-3-319-92390-1_7

    DOI

    http://dx.doi.org/10.1007/978-3-319-92390-1_7

    DIMENSIONS

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