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

Nicol, Cynthia; Archibald, Jo-ann; Baker, Jeff

doi:10.1007/s13394-012-0062-3

Cited by 29 publications

(16 citation statements)

References 14 publications

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“…Self-study challenges old practices of teaching, and exposes solutions to those challenges if different sociocultural approaches are employed (Samaras & Freese, 2006). In an attempt to consider culturally responsive education as an approach to teaching, Nicol et al (2013) argued that culturally responsive mathematics education should be conceptualised in a way that would spur the interest of students, and address their diverse needs. Therefore, both the curriculum and lesson plans should be designed to reconceptualise the relationship between pre-service teachers' experiences in their communities, and their perceptions as students (Nicol et al, 2013).…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…In an attempt to consider culturally responsive education as an approach to teaching, Nicol et al (2013) argued that culturally responsive mathematics education should be conceptualised in a way that would spur the interest of students, and address their diverse needs. Therefore, both the curriculum and lesson plans should be designed to reconceptualise the relationship between pre-service teachers' experiences in their communities, and their perceptions as students (Nicol et al, 2013). Prompting students to engage with cultural artefacts will demonstrate that they can understand mathematics differently.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…Prompting students to engage with cultural artefacts will demonstrate that they can understand mathematics differently. This, in turn, may inspire them to celebrate their cultures and their communities in practical ways such as through stories, cultural values, and artefacts-vehicles of pedagogy that would unlock mathematics through environmental connectedness (Nicol et al, 2013). Teacher educators, thus, need to be mindful of the different cultural norms among their students to support their learning and, in this process, students should be encourage to exploit their own cultural tools as well as those of the learners they will one day teach (Conkbayir & Pascal, 2016).…”

Section: Theoretical Perspectivementioning

confidence: 99%

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Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Kortjass

2019

Educ. res. soc. change.

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This paper reports on what I learned in a self-study research project, using artefacts for teaching foundation phase (FP) pre-service (student) teachers in the module, Numeracy in the Early Years. The study focused on the merits of an integrated learning approach (ILA). As a teacher educator, the self-study concept has inspired me to continually attempt to improve my educational practices with the aim of supporting pre-service teachers' learning and, consequently, their teaching. ILA requires critical awareness of how mathematical relationships are used in social, environmental, and cultural relations. I adopted a sociocultural theoretical perspective that highlights the fundamental requirement of working together in educational contexts in order to make sense of collective and personal experiences. In the artefact activity I employed, students discussed and presented self-selected cultural artefacts such as beadwork, jewellery, and clothing. This interactive activity demonstrated that pre-service teachers require ample opportunities to utilise objects from their sociocultural environments whilst gaining practical experience of the content of early childhood mathematics in order to learn about and appreciate mathematics in a meaningful way. By engaging in innovative self-study methods to support pre-service teachers, teacher educators can improve the quality of their own practice, and improve student learning.

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Section: Theoretical Perspectivementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

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Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Kortjass

2019

Educ. res. soc. change.

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“…As an example of a critical approach to mathematics education considering place/ land relations, let me turn to an ongoing project located in Canada's Pacific northwest coast-Haida Gwaii, People of the Islands (Nicol et al 2013;Nicol and Yovanovich 2011, in press). Haida Gwaii is a unique archipelago of over 150 islands located in northern British Columbia's Pacific Ocean, where all places intimately connect people to land and ocean.…”

Section: Land-use On Haida Gwaiimentioning

confidence: 99%

Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems

Nicol

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this essay I explore a critical pedagogy of place for mathematics education. Greenwood's (2013) theoretical framework of a critical pedagogy of place is used alongside frameworks for critical mathematics education to present an approach for connecting mathematics, community, culture and place. Drawing upon literature from both Indigenous and non-Indigenous scholars, theories of place-based education are examined. I introduce theories of mathematics education that advocate what Freire (1970Freire ( /2000 calls 'problem-posing' practices to read (understand) and write (transform) the world with mathematics Gutstein (2006). Two place-based problems are presented, inspired and used by secondary/middle school teachers in a rural community. These problems provide examples and critiques of connecting mathematics, community, culture, and place. The essay concludes with reflections on the challenges and possibilities of a critical pedagogy of place for mathematics education in a world with increasing complex global issues.

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“…Schooling, both of the place-based kind that is the usual suspect for SES resilience, but also simply more education, is correlated with resilience. Nicol et al (2013) profile a program on the Pacific Northwest coast of British Columbia, Canada, that relies on teacher innovation and collaboration to find more culturally responsive education (CRE) pathways to teach math to students who were struggling. CRE required the following of its teachers and students: inquiry-based critical thinking, valuing diversity in thinking, understanding and problem solving, and a requisite of social consciousness and personal and collective agency.…”

Section: Designing Systems For Northern Adaptationmentioning

confidence: 99%

The role of public education in governance for resilience in a rapidly changing Arctic

Cost¹

2015

E&S

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ABSTRACT. Education and learning possess powerful potential in affecting future resilience and sustainable states. Here, I focus on unpacking and examining the connections and feedbacks between social-environmental systems (SESs), resilience, and compulsory education. SESs have been problematized as frequently having a poor fit between environmental change and policy solutions. The last few decades have witnessed global recognition of climate change in the Arctic. This has led to discussion and debate over the role of schools in addressing local knowledge, environmental changes, and community priorities. In Alaska, USA, and other Arctic regions, the role of public schools in improving this fit has been largely overlooked. I hypothesize that, as extensions of governments, public schools in the North American Arctic and other locations offer an opportunity to create better linkages between societies and environments through governance. Secondarily, at the individual level, education is a vital component of resilience, but such education must embrace multiple perspectives in its curriculum to honor and access the diversity offered by local and traditional ecological knowledge and Western methods. Lastly, at the societal scale, schools are an untapped resource with which to meet the challenge of bolstering capacity for adaptation in a time of rapid transformation for Arctic societies.

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

Cited by 29 publications

References 14 publications

Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems

The role of public education in governance for resilience in a rapidly changing Arctic

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