Indigenous knowledge

NEWS

Catch up with the Indigenous Knowledge and Mathematics Education CoP! See their latest updates here.

INDIGENOUS KNOWLEDGE AND MATHEMATICS EDUCATION

The recent Truth and Reconciliation Commission of Canada: Calls to Action (2015) outlines many recommendations for educators and school districts. The need to adapt these recommendations for First Nations, Métis and Inuit students’ learning is underway and some progress has been made for most subject areas, particularly in the area of Ministry of Education resources. Mathematics education is arguably one of the subject areas that is least developed in terms of Indigenous Ways of Knowing. Teachers are particularly underprepared – the challenges are widespread and permeate classrooms both on and off reserves.  The aim of this CoP is advancing mathematics learning for First Nations, Métis and Inuit students, building on ways that have been identified through traditional technologies and design, as well as expanding the lens of educators to deepen their understanding on the benefits of integrating Indigenous Ways of Knowing into their practice.  Membership in this CoP will include Indigenous community leaders, Elders, and/or Traditional Knowledge Holders.

MEMBERS

Co-leads

Jodie Williams (FNMIEAO); Pamala Agawa, Andrew McConnell (YRDSB); Dr. Cathy Bruce, Tara Flynn, Dr. Nicole Bell, Mackenzie Condon (Trent University).

Members

Colinda Clyne (Upper Grand DSB), Dawn Buckland (Near North DSB), Doug Robidoux (Near North DSB), Tina DeCastro (Greater Essex County DSB), Kelly Crawford (KTEI), Dr. Ruth Beaty (Lakehead University), Dr. Lindsay Morcom (Queen’s University), Dr. Jennifer Davis (Queen’s University), Julia Pegahmagabow (Queen’s University), Peter Wright (Nipissing University), Dr. Bev Caswell (OISE), Belinda Russo (OECTA), Susan Perry (OECTA), Marie-Hélène D’Amour (AFEMO), Judy Mendaglio (OAME), Jill Lazarus (OAME), Chad Richard (OMCA), Lorraine Sutherland (Mushkegowuk Council), Rob Dubyk (OSSTF), Danielle Blair (Ministry of Education).

Partners

Kelly Bairos and Shasta Carr-Harris (KNAER Secretariat), Katina Papulkas (TVO), Karen Bridson (TVO), Leah Kearney (TVO)Sofya Malik (Education Research & Evaluation Strategy Branch).

IMPLEMENTATION PLAN

FNMIEAO

  • Coordinate CoP network and facilitate meetings
  • Provide support for members
  • Facilitate meetings
  • Support connections with Elders, Knowledge Keepers etc.
  • Attend and present at OAME and WIPCE

York Region DSB

    • To strengthen relationships between two schools to support transition from a Federal reserve school to a provincial school in grade 6
    • Continue collaborative math inquiry involving the 2 schools (YRDSB & Waabgon Gamig), and First Nation community members around beading and patterning, fractions & proportional reasoning
    • Continue using the language to develop a deeper understanding of beading and mathematical thinking in a culturally responsive manner
    • The work in York Region is in partnership with MOE and an extension of the work from Eganville School, RDSB, the community of Pikwakanagan, MOE and Ruth Beatty, Lakehead. This year the York team was exploring the four years of work done in the original project and trying the draft lessons (not approved for distribution at this time) in relation to the local context or learning regarding joining two schools – Wabgoon and Morning Glory.

Renfrew DSB

  • Working with Lakeview School, M’Chigeeng on Manitoulin and have completed two weeks in a Grade 5 class and will be back in that class the end of June
  • Providing feedback and informing the work through iteration, and developing the work within their own local context

MOE and Lakehead DSB

  • Birch Bark Basket Project
  • A Learning Journey, lessons, videos, student thinking, etc. are being developed

Trent University

  • Support FNMIEAO with the coordination of the CoP network and facilitation of meetings
  • Co-Host the first meeting of the CoP network in June 2017 at Trent University, and coordinate accommodations, meals, activities and communication involved in that meeting (and hire a research assistant who will assist with organization and the event itself)
  • Play an ongoing active role in supporting the organizational efforts and communications of FNMIEAO and others involved in the CoP

Upper Grand DSB

  • Begin collaborative math inquiry with 4 teachers, modelling work on what others in group have already done

Near North DSB

  • Continue our work with the Indigenous Learner Focused Collaborative Inquiry
  • Build relationships with other math educators in similar roles

Greater Essex DSB

  • Continue Indigenous Focused Collaborative Inquiries.  These inquires involve 6 different schools.  The inquiries are self-directed with support from central program staff therefore each focus is unique to their own students, school and community context.

KTEI

  • Participate in June and August meetings
  • Continue to deliver Lodge build course
  • Continue development of IK courses with math connection
  • Collaborate with First Nations communities, students and parents around the importance of IK and Math connections.

OISE

  • collaborative work in early years math with Anishinaabe educational leaders and teachers from Seven Generations Education Institute and the Rainy River DSB and  students and families they serve.
  • Ontario Association of Mathematics Educators – the math work of our education partners in Treaty 3 and Treaty 9 will be highlighted at OAME this year.
  • involved in piloting an integrated inquiry with students and teachers that uses math, science and mapping to raise awareness of  drinking water advisories in First Nation communities.

Queen’s University

  • Collaborate with teacher candidates in our campus-based and community-based (KTEI and SGEI) programs to develop resources on Indigenous mathematics;
  • Collaborate with researchers at other institutions to build on existing work we have done in the field of Indigenous mathematics and Mathematics education;
  • Participate in June and August meetings.

For more details, see the Indigenous Knowledge and Mathematics Education Implementation Plan Document.

ACTIVITIES AND OUTCOMES

FNMIEAO

  • Facilitated online meeting March
  • Establish hiring of administrative assistant for CoP via Trent University
  • Co-host June 28-29 meeting with Trent University to establish network
  • Coordinate with community members from Wikwemikong and M’Chigeeng to facilitate CoP meeting to be held on the land Aug. 8 – 13

York Region DSB

  • Build resources around patterning and traditional beading  
  • Build language resources around beading and mathematical thinking
  • To create a shared understanding in math that is culturally responsive and supportive to students transitioning from one jurisdiction to another

Trent University

  • Participated in online meeting in March
  • Hiring of administrative assistant for CoP network gathering at Trent University
  • Co-host the CoP network gathering at Trent University in June 2017
  • Participate as schedules allow in August activities of the CoP

Greater Essex DSB

  • Continue building relationships with traditional Indigenous artists to bring experiential math opportunities into our classrooms.
  • Continue to develop math questions that allow students to explore the math curriculum as well as social justice issues related to Indigenous peoples in North America.

KTEI

  • Host parent IK/Math night for KTSS and MMAK
  • Build resource around medicine walk
  • Develop secondary school resource focusing on IK/Math and engagement.

OISE

  • link describing a student-led culturally responsive family math night in Treaty 9: Math night celebrates spatial reasoning (The Chronicle Journal (Online))  Date: Feb 28, 2017    Circulation: 2369

NEXT STEPS

FNMIEAO

  • Facilitate and host meeting prior to our educator conference in October 28-29, 2017
  • Present CoP at FNMIEAO Educator Conference
  • Identify long term goals and timelines
  • Increase membership of our CoP and continue to support current members

York Region DSB

  • Create opportunities for sharing resources and findings from collaborative inquiry
  • To include Sutton DHS in the beading project to then support transitions to Secondary and continue to have the community support the learning
  • To share the learning journey at our annual Language Gathering in April to expand the language connections

Renfrew DSB

  • In discussions with KTEI about continuing the beading project work next year in M’Chigeeng, Sagamok and possibly one other community in the 11 school aggregate.

Trent University

  • Ongoing collaborative research and professional learning with teachers and staff at Curve Lake focused on culturally relevant mathematics education and spatial reasoning;
  • Develop plans for knowledge mobilization products/resources out of this work to support Indigenous and non-Indigenous educators in implementation of similar culturally relevant activities in their local context.

Upper Grand DSB

  • Visit sites of others in York &/or Near North

Greater Essex DSB

  • Several key learnings have surfaced from our Inquiries which have led to discussing the following next steps and questions:
    • We have more questions now then we feel we have answers.
    • How do we share what we’ve learned with other educators?
    • Where do we find resources (especially human resources such as knowledge keepers) to help us to continue our learning?
    • How do we know what we are doing has a real impact?

KTEI

  • Present progress in IK CoP at KTEI annual conference
  • Collaborate with FNSSP aggregate on progress in CoP.

RESOURCES

Upcoming

FNMIEAO

  • Coordinate with TVO to produce a video resource on the purpose of the project as well as the significance that Indigenous Knowledge, pedagogy and methodology can have on improving student achievement in mathematics and beyond.
  • Create a series of webinars and develop guidelines on how to approach and access Indigenous Knowledge including local community protocols
  • Highlight and demonstrate the significance of Indigenous languages on learning for all students
  • Co-create a research mini with members of the CoP and share on MKN website

York Region DSB

  • Creating an Anishnaabemowin glossary of language connected to mathematical competencies and beading practices
  • Creating a timeline to support the journey (ie. a min. of 150 minutes per day is required for the learning for a predetermined number of days)
  • Building lesson plans from the learning to support the timeline

Renfrew DSB

  • Developing lessons, videos, protocols, etc. from the four years of work with Pikwakanagan and Renfrew
  • Drafting learning journey and lessons from Pikwakanagan

Greater Essex DSB

  • Develop a resource of provocations that can be used to create math tasks/questions related to current and traditional Indigenous perspectives.

KTEI

  • Develop a resource used for MMAK immersion program with a focus on math and Indigenous Knowledge.
  • Develop a resource for KTSS to support IK/Math engagement activities.
  • Develop language resource in coordination with Elders in residence.