@article{Stavrou_Murphy_2021, title={School Mathematics and miyō-pimōhtēwin}, volume={19}, url={https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40669}, DOI={10.25071/1916-4467.40669}, abstractNote={<p>We want mathematics to be a process of <em>miy</em><em>ō</em><em>-pim</em><em>ō</em><em>ht</em><em>ē</em><em>win</em> (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 <em>kohtaw</em><em>ā</em><em>n </em>(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 <em>Indigenization</em> in the mathematics classroom by providing a contextual way in which Cree students and teachers engaged in school mathematics in relational ways.</p>}, number={1}, journal={Journal of the Canadian Association for Curriculum Studies}, author={Stavrou, Stavros Georgios and Murphy, M. Shaun}, year={2021}, month={Dec.}, pages={22–33} }