Conceptualizing a Mathematics Curriculum: Indigenous Knowledge has Always Been Mathematics Education.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Subject Terms:
      MATHEMATICS education; EDUCATION of indigenous peoples; INDIGENOUS youth; CURRICULUM; SCHOOL districts
    • Abstract:
      This paper results from programming of Indigenous Logix: Mathematics|Culture|Environment (IndigiLogix). IndigiLogix's intention is to increase Indigenous students' love for mathematics as well as college access and success. Through IndigiLogix, it was transparent that the mathematics knowledge imparted to our Indigenous students derived from a western K-12 educational view. Thus, we found the need to conceptualize curriculum that centers on the fact that Indigenous Knowledge has Always Been Mathematics Education (IK-HABME). Through IK-HABME, we honor our relations with Elders, Community Partners, Indigenous youth, the natural world and real-life experiences, all while avoiding colonial constructs and measures of success. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)