文章基本信息

标题：School Mathematics and miyō-pimōhtēwin
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作者：Stavros Georgios Stavrou ; M.Shaun Murphy
期刊名称：Journal of the Canadian Association for Curriculum Studies
印刷版ISSN：1916-4467
出版年度：2021
卷号：19
期号：1
页码：22-33
DOI：10.25071/1916-4467.40669
语种：English
出版社：Journal of the Canadian Association for Curriculum Studies
摘要：We want mathematics to be a process of miyō-pimōhtēwin (walking in a good way).Using a narrative inquiry methodology, we share our experiences working alongside two Cree elementary school teachers and the students in their mathematics classroom.The teachers taught principles that balance kohtawān (our spiritual being) and make curriculum into a relational space.The principles invite school mathematics to be learned and taught in a way that foregrounds self-awareness, doing things properly, learning new ways, being thankful, being humble, leaving problems behind you, helping yourself and keeping trying.This paper also demonstrates a promising practice of Indigenization in the mathematics classroom by providing a contextual way in which Cree students and teachers engaged in school mathematics in relational ways.
关键词：Indigenous mathematics education;school mathematics;narrative inquiry;Aboriginal education;miyō-pimōhtēwin