Learning mathematics through birch bark biting: affirming indigenous identity
Tipo de documento
Autores
Lista de autores
Borden, Lisa.
Resumen
Focused on supporting mathematics learning in Mi’kmaw communities in Atlantic Canada, this research program examines the implementation of culturally-based inquiry units in Mi’kmaw schools. Drawing from the traditional community practice of birch bark biting, this article demonstrates how students (and their teacher) were invited to learn together, exploring an aspect of Mi’kmaw culture while also connecting this knowledge to relevant mathematics outcomes. The project uses an indigenist methodology to explore the impact of such pedagogical approaches on mathematics teaching and learning in Mi’kmaw schools. Stories of students learning mathematics while birch bark biting are shared.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Diversidad sociocultural | Etnomatemática | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
756 - 768
Referencias
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