Inquiry Project -- Annotated Bibliography

References

Brandt, A., & Chernoff, E. J. (2014). The Importance of Ethnomathematics in the Math Class. Ohio Journal of School Mathematics, 71, 31–36.

This paper provides a broad overview of Ethnomathematics and offers a wide array of culturally-based math examples.

Chrona, J. (2022). Wayi Wah! Indigenous Pedagogies. Portage & Main Press.

This book has been presented to me repeatedly in the BEd. As such, I know it to be a foundational text in Indigenous pedagogy in the age of truth and reconciliation.

Leddy, S., & Miller, L. (2024). Teaching Where You Are: Weaving Indigenous and Slow Principles and Pedagogies. University of Toronto Press.

The title of this book inspired this inquiry project. The idea of slow, relational pedagogy made me feel very connected to applying Indigenous pedagogies in the math classroom.

Marshall, S. (2023). But What Does it Look Like in Maths? International Journal of Multicultural Education, 25(1), 1–29. https://doi.org/10.18251/ijme.v25i1.3251

While this paper is not specific to Indigenous education, it explicitly connects multicultural education to mathematics. Therefore, its contribution to “culturally responsive pedagogies” is nevertheless valuable.

Math First Peoples. (2020). First Nations Education Steering Committee (FNESC) and First Nations School Association (FNSA).

This resource guide is the cornerstone of my research. It provides a clear background on the FPPL and gives step-by-step instructions for teachers on how to effectively and respectfully Indigenize their classrooms.

Meyer, S., & Aikenhead, G. (2021a). Indigenous Culture-Based School Mathematics in Action Part II: The Study’s Results: What Support Do Teachers Need? The Mathematics Enthusiast, 18(1-2), 119–138. https://doi.org/10.54870/1551-3440.1517

This second part of the case study discusses two-eyed seeing, an analysis of “Western Mathematics,” and concrete examples of avoiding tokenism and appropriation.

Meyer, S., & Aikenhead, G. (2021b). Indigenous Culture-Based School Mathematics in Action: Part I: Professional Development for Creating Teaching Materials. The Mathematics Enthusiast, 18(1-2), 100–118. https://doi.org/10.54870/1551-3440.1516

This first part of the case study introduces some startling statistics related to Indigenous students and mathematics and relates “math-phobia” to culture clashes.

Ruef, J. L., Jacob, M. M., Walker, G. K., & Beavert, V. R. (2020). Why indigenous languages matter for mathematics education: a case study of Ichishkíin. Educational Studies in Mathematics, 104(3), 313–332. https://doi.org/10.1007/s10649-020-09957-0

This article introduces the “window/mirror” pedagogy in a scholarly context and contains an interesting case study that can be extrapolated from.

Stavrou, S. G., & Miller, D. (2017). Miscalculations. Canadian Journal of Education, 40(3), 92–122.

This article tackles some problematic assumptions stemming from colonialism that continue to be perpetuated in the hidden curriculum.

Sterenberg, G. (2013). Considering Indigenous Knowledges and Mathematics Curriculum. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 18–32. https://doi.org/10.1080/14926156.2013.758325

This article discusses in depth the need to make Indigenous content contemporarily relevant and accurate. The author also looks at two different methodologies for integrating Indigenous content.

TEDx Talks. (2015). Aboriginal math education: Collaborative learning | Stavros Stavrou | TEDxSaskatoon. In YouTube. https://www.youtube.com/watch?v=eHyvlrbCiAY

This video introduces examples of naturally occurring math and defines “anti-oppressive” math education.

The Indigenous Mathematics K-12 Network | UBC Faculty of Education. (n.d.). Indigenous Math Network. https://indigenous.mathnetwork.educ.ubc.ca/

This website contains links to many great resources and activity ideas that I’d like to use as examples or for my in-class activity.

UWinnipeg. (2018, November 8). What is Indigenous Mathematics? - Dr. Edward Doolittle. YouTube. https://www.youtube.com/watch?v=wZ-ctdoj_mM

This lecture breaks down “Indigenous Mathematics” into 8 parts and provides many examples. I plan to use the thought exercise of “same figures” and the example of flipping the two pictures. He also introduces how Math was essential to the genocidal agenda of residential schools.