Chapter 9: Mathematics Teacher Education in Canada: Emerging Possibilities in Engaging with Indigenous Perspectives

This chapter outlines the ways in which the engagement of Indigenous¹ perspectives in mathematics teacher education have unfolded in Canada over the last 20 years. A number of different policies and reports have dramatically changed the Canadian landscape of mathematics teacher education so that teacher education programs are now engaging with Indigenous perspectives. The chapter starts by providing the context of K—grade 12 education and initial teacher education and certification in Canada, followed by a description of the policies and reports that have shaped the current landscape. We then look at one example, as a case, of the ways in which a secondary mathematics teacher education program in Canada is beginning to take up the challenge of engaging with Indigenous perspectives to illuminate the complexities of implementing these perspectives in a mathematics teacher education program.