5. A Kinder Mathematics for Nunavut

Mason, Ralph

doi:10.3138/9781442686267-008

Cited by 3 publications

(3 citation statements)

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“…The relationships between Aboriginal cultures and mathematics are being conceptualized and practiced in many different ways across many different contexts. Research in the field ranges from discussions of culturally relevant pedagogy (Abrams, Taylor, & Guo, 2012;Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009) and culturally relational education in mathematics (Donald, Glanfield, & Sterenberg, 2011;Mason, 2006) to critiques of attempts to assimilate, segregate, and represent Aboriginal learners as culturally or mathematically deficient (Donald, Glanfield, & Sterenberg, 2011;Sterenberg & Hogue, 2011). Some would declare that promoting a picture-perfect marriage between Aboriginal perspectives and mathematics, without understanding its complex interpretations and readings, is doomed for the same failure as that of past mathematical marriages─between mathematics and science, mathematics and technology, and even mathematics and social justice (Nolan, 2009).…”

Section: Aboriginal Perspectives And/in Mathematics: a Case Study Of Three Grade 6 Teachersmentioning

confidence: 99%

Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers

Nolan

Weston

2014

in education

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The marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus. Keywords: Aboriginal education; mathematics curriculum; qualitative research; case study; Grade 6 teachers

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Section: Aboriginal Perspectives And/in Mathematics: a Case Study Of Three Grade 6 Teachersmentioning

confidence: 99%

Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers

Nolan

Weston

2014

in education

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“…Schooling in Nunavut remains largely based on Western knowledge and approaches to teaching, and, consequently, is still typically a negative experience for many Nunavut youth. The locus of the problem is not one of capacity for achievement, but rather one of culturally inappropriate schooling-there is need for appropriate learning experiences that match the character, values, and traditions of Nunavut (Aylward, 2007;Berger, 2007;Mason, 2006; see also Barnhardt & Kawagley, 2005. As a result, the Nunavut Department of Education (2000aEducation ( , 2000b has called for education which balances Western educational approaches and Inuit Qaujimajatuqangit (IQ), "all aspects of traditional Inuit culture including values, world-view, language, social organization, knowledge, life skills, perceptions and expectations" (Nunavut Social Development Council, 1998) which continues to shape daily life in Nunavut.…”

Section: Finding Points Of Resonance: Nunavut Students' Perspectives On Sciencementioning

confidence: 99%

Finding Points of Resonance: Nunavut Students’ Perspectives on Science

Higgins

2013

in education

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Still largely based on EuroCanadian knowledge and Western teachings, Education in Nunavut remains a negative experience for many Nunavut youth as the result of culturally inappropriate schooling and worldview mismatch. Mismatch occurs as the schooling experiences of Nunavut youth, both Inuit and non-Inuit, do not align with the character, values, and traditions of Nunavut. Divergence is especially pronounced within science education. This paper explores Nunavut students’ perceptions of the nature of science and school science education in order to explore the possibilities and problematics involved in shifting towards a cross-cultural science curriculum that is reflective of Nunavut.Keywords: Nunavut; Inuit traditions; science education; cross-cultural science curriculum

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“…21). Rates this high re-enforce the outdated notion of mathematics as a gatekeeper-which "refers to the exclusion of students from further involvement in school mathematics, in school, and beyond, based on their lack of success as mathematics learners" [25]. As Derek Holton points out, "if mathematics is seen as a major that is harder to complete it may also be avoided in favour of easier subjects that have similar financial rewards" ( [16], pp.…”

Section: Introductionmentioning

confidence: 99%