It was hard to choose readings this week, as there are so many important questions about this topic, in Canadian and other contexts! I made the decision to go with one article from a Maori cultural context in New Zealand, and two from Canadian Indigenous contexts. For those who are interested, though, there are perspectives from many other cultural perspectives, and there is much work needed in this area too.
1) Averill et al (from NZ): Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies (2009)
2) Lunney Borden (Canada): Learning mathematics through birch bark biting: Affirming indigenous identity (in Proceedings of Mathematics, Education and Society Conference 2015 -- starts on p. 756)
3) Two short, related readings -- note that you must read both!
a) Doolittle (Canada): Mathematics as Medicine (in Proceedings of the Canadian Mathematics Education Study Group (CMESG) 2006, pp. 17-25).
and:
b) Doolittle & Glanfield (2007): Balancing Equations and Culture: Indigenous Educators Reflect on Mathematics Education. FLM, pp. 27-30.
1) Averill et al (from NZ): Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies (2009)
2) Lunney Borden (Canada): Learning mathematics through birch bark biting: Affirming indigenous identity (in Proceedings of Mathematics, Education and Society Conference 2015 -- starts on p. 756)
3) Two short, related readings -- note that you must read both!
and:
b) Doolittle & Glanfield (2007): Balancing Equations and Culture: Indigenous Educators Reflect on Mathematics Education. FLM, pp. 27-30.
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