Living Culturally Responsive Mathematics Education with/in Indigenous Communities

Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey.

Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.

Table of Contents:
Foreword  Sharon Nelson-Barber Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction: Making a Difference with/in Indigenous Communities  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield 2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich 3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics Education  Maria Jose Athie-Martinez 4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research Project  Florence Glanfield and Gladys Sterenberg (with Dwayne Donald) 5. Show Me Your Math: Mi’kmaw Community Members Explore Mathematics  Lisa Lunney Borden, David Wagner and Newell Johnson 6. Bicultural Mathematics Teacher Education and Research: Supports and Challenges  Robin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati 7. Enacting Culturally Responsive or Socially Response-Able Mathematics Education  Roberta Hunter, Jodie Hunter and Trevor Bills 8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal Learners  Robyn Jorgensen (Zevenbergen) 9. Mathematics and Culture in Micronesia  A. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan 10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics Education  Julie Kaomea 11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics Education  Jerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez 12. Bending an Ear in the Quest of “What Is It?”  Jennifer S. Thom 13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield Index

About the Author :
Cynthia Nicol is Associate Professor, University of British Columbia, Canada and holds the David F. Robitaille Professor in Mathematics and Science Education. She publishes and presents on mathematics teacher education, social justice, refugee education, and Indigenous education.

Jo-ann Archibald Q’um Q’um Xiiem is from the Stó:lō and St’at’imc First Nations in British Columbia and Professor Emeritus, Educational Studies, University of British Columba, Canada. She is author of Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (UBC Press, 2008).

Florence Glanfield is Professor of Mathematics Education in the Department of Secondary Education, University of Alberta, Canada and Member of the Métis Nation, Alberta. She publishes in areas of mathematics education, teacher education, relational inquires, Indigenous perspectives and complexity science.

A. J. (Sandy) Dawson was Professor Emeritus and faculty member at the University of Hawaii Mānoa College of Education, USA. He began the internationally recognized Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE) collaborative research project.

Review :
Advance Praise

"Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning.

This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education."

- Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA

"This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well."

- Kathleen Nolan, Professor, University of Regina, Saskatchewan, Canada