CHAPTER 49: To Become Wise to the World Around us: Multiple Perspectives of Relating Indigenous Knowledges and Mathematics Education
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Published:2014
Gladys Sterenberg, Liz Barrett, Narcisse Blood, Florence Glanfield, Lisa Lunney Borden, Theresa McDonnell, Cynthia Nicol, Harley Weston, 2014. "To Become Wise to the World Around us: Multiple Perspectives of Relating Indigenous Knowledges and Mathematics Education", Selected Writings from the Journal of the Mathematics Council of the Alberta Teachers’ Association: Celebrating 50 Years (1962–2012) of Delta-K, Egan J. Chernoff, Gladys Sterenberg
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Significant curricular initiatives in mathematics have been undertaken across Canada to appropriately and respectfully consider Indigenous knowledges and perspectives. For example, the Common Curriculum Framework for K–9 Mathematics: Western and Northern Canadian Protocol (Alberta Education, 2006) now describes Aboriginal learners in its Program of Studies:
These initiatives, which call on teacher educators, teachers, administrators, and students to reconsider their received understandings of Indigenousness, challenge inherited conceptual frames derived from the lengthy colonial process of looking for mathematics in cultural activities and by doing so validating the activities as mathematical from a Euro-Western perspective. We wonder about possibilities of enacting an Aboriginal perspective within our educational contexts.
