School Mathematics and miyō-pimōhtēwin

Authors

  • Stavros Georgios Stavrou University of Saskatchewan
  • M. Shaun Murphy University of Saskatchewan

DOI:

https://doi.org/10.25071/1916-4467.40669

Keywords:

Indigenous mathematics education, school mathematics, narrative inquiry, Aboriginal education, miyō-pimōhtēwin

Abstract

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.

Author Biographies

Stavros Georgios Stavrou, University of Saskatchewan

Sessional Lecturer in Mathematics & Statistics Mathematics

M. Shaun Murphy, University of Saskatchewan

M. Shaun Murphy is a professor in the Department of Educational Foundations at the University of Saskatchewan.

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Published

13-12-2021

How to Cite

Stavrou, S. G., & Murphy, M. S. (2021). School Mathematics and miyō-pimōhtēwin. Journal of the Canadian Association for Curriculum Studies, 19(1), 22–33. https://doi.org/10.25071/1916-4467.40669

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Articles