Indigenous Culture-Based School Mathematics in Action: Part I: Professional Development for Creating Teaching Materials

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2021-01-01 DOI:10.54870/1551-3440.1516

Sharon Meyer, Glen Aikenhead

引用次数: 5

Abstract

: This first of a pair of articles describes a professional development project that prepared four non-Indigenous mathematics teachers (Grades 5-12) to implement Canada’s Truth and Reconciliation Commission’s (TRC, 2016) notion of reconciliation: cross-cultural respect through mutual understanding. The researchers collaboratively mentored the teachers to enhance their mathematics teaching with Indigenous mathematizing 3 . The teachers’ focus was on developing and revising lesson plans for other teachers to teach. This process explicitly and implicitly revealed precise supports that need to be in place for a teacher to succeed at innovating with this Indigenous culture-based school mathematics (ICBSM). Part I is a template for scaling up the development of much needed Indigenous resources for mathematics teachers. Part II reports on the research results of this year-long research project.

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以本土文化为基础的学校数学在行动:第一部分:教材创作的专业发展

这是两篇文章中的第一篇，描述了一个专业发展项目，该项目准备了四名非土著数学教师(5-12年级)来实施加拿大真相与和解委员会(TRC, 2016)的和解概念:通过相互理解实现跨文化尊重。研究人员共同指导教师运用土着化数学教学法提高数学教学水平。教师们的重点是为其他教师制定和修改教案。这一过程明确和含蓄地揭示了教师成功创新这种基于土著文化的学校数学(ICBSM)所需的精确支持。第一部分是扩大开发数学教师急需的本土资源的模板。第二部分报告了为期一年的研究项目的研究成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.