Aboriginal  Math  

The artwork is of Mouse Woman, the Narnauk supernatural shape-shifter, and her two interconnecting hands. Mouse Woman is known for her call to balance and equity. The eyes of mouse woman help see the math, the hands represent the helpers/teachers of

math, fingers to count on and colour for identification. Artist William (Billy) NC Yovanovich Jr.––whose Haida name is Kuuhlanuu

•   Teach  math  in  the  cultural  context  of  the  students.    

•   Help  all  students  better  appreciate  the  presence  and  importance  of  mathematics  and  mathematical  thinking  within  all  human  cultures  and  activities.  

•   Provide  Alternative  Assessment    

Figure  1  8  Ways  of  Learning-­‐  Aboriginal  Education    

Exploring  Current  Issues  in  Elementary  Mathematics  Education  

Place-­‐Based  Mathematics  Learning  

Mathematics can be uncovered through experiences in the community, connecting to the stories of place. Let’s look at an example: The students have wondered about the river and what it might have been like thousands of years ago. Inquiry questions emerging from this project include: Has the width and depth of the river changed over time? How are tides measured? How many salmon are caught each year? Culturally Responsive Teaching in Mathematics The need to develop non-traditional approaches to teaching mathematics by the use of pedagogical approaches that are based in local culture. These approaches are rooted in students’ and communities’ cultural knowledge. Culturally-responsive teaching seeks to enhance students’ academic involvement in the learning process while honoring the importance of Aboriginal perspectives and worldviews. It is an approach to teaching that focuses on Aboriginal students’ identities and self-esteem, as well as the cultural integrity of the community Alternative Assessment A strong argument can be made to support the development of alternative assessment practices that promote equity by virtue of their cultural fairness.  Works  Cited  Boognl, M. A. (2006). Hand-on approach to teaching composition of functions to a diverse population. Mathematics Teacher, 99(7), 516-520.  Howard, P., & Perry, B. (2005). Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29 the Conference of the International Group for the Psychology of Mathematics Education, Vol 3, pp. 153-160. Melbourne: PME. Klenowski, V. (2009). Australian indigenous students: Addressing equity issues in assessment. Teaching Education, 20(1), 77-93. Seputro, T. T. (1998). Problem-centered and experimental mathematics activities for Aboriginal students. Australian Senior Mathematics Journal, 12(1), 35-46.