The problem of practice is the mathematics achievement gaps, low graduation rates, inequitable access to technological resources and the lack of representation in STEM fields that exist for Indigenous students all over Canada. “Implicit bias and systemic racism continue to hinder opportunities for Indigenous and other underrepresented minorities to fully participate in STEM” (Leonard et al., 2022, p. 87). This capstone will attempt to address, how can we improve math achievement and STEM opportunities for Indigenous students? “When honing in on STEM and mathematics disciplines, the disconnect is more evident (Cajete, 1994) and unfortunately, the “disconnection” perpetuates the notion that Indigenous students are only scientists when learning westernized constructs of STEM” (Garcia-Olp et al., 2019, p.693). For our Indigenous youth, “barriers to participation in STEM and computer science include limited access to computers, internet, economic factors, geographic isolation, and cultural incongruity between Western and Indigenous ways of knowing” (Leonard et al., 2022, p. 87).
“They’ll learn a lot of things, not only from Math, to learning how to sew to how to learn to be proud of themselves. They can accomplish things that they would not have even known they had the skills for. Because every one of them has skills, we just have to help them find it” (Adam, 2023).
In this interview with elder Sarah Adam, she encourages educators to take students out on the land and to bring elders into the classroom to teach students practical on-the-land skills and problem-solving. She relays the importance of having elders teach these skills to our youth, because there is a process to be followed and they have the knowledge and experiences to share. She elaborates on the Math and Science skills involved in many of these traditional skills, such as:
Weather predicting
Climate and erosion
Monitoring the land, snow, ice and moon
Seasonal patterns, animal migrations and hunting
Portioning, preparing and sharing of traditional foods
Problem-solving, navigation, improvising, time-management and being prepared for anything, when you are out on the land
Estimating, measuring and sewing.
Budgeting and financial literacy skills
“Indigenous youth need to know that our ancestors have always engaged in high-level, critical thinking. It might not have been called science or mathematics or STEM back then, but the youth need to believe that the intellect needed to master westernized concepts of mathematics and science is present in blood and lineage” (Garcia-Olp et al., 2019, p.702). The schooling experience must “…foster realities that tell Indigenous youth that their ancestors were scientists and that inherently makes them scientists” (Aikenhead & Elliott, 2010; Bang & Medin, 2010; Bang, Warren, Rosebery, & Medin, 2012; Castagno & Brayboy, 2008; Howard & Kern, 2019; Miller & Roehrig, 2018 as cited in Garcia-Olp et al., 2019, p.692).
"In order to have representation and diversity in computer science, we need to focus on equity in computer science education"
"As educators, we have the opportunity to break down barriers in STEM. In this video, we think of equity as the choices educators make which can positively impact students marginalized by the dominant worldview in STEM"
"Learners who saw themselves as becoming capable of doing mathematics, capable of doing science, capable of engaging with Indigenous perspectives in teaching and learning. Because they are engaged in their own becoming, when the STEM emerges they pay attention to it instead of dismissing it as something they cannot do, something that has no connection to who they are, or something that they fear” (Borden & Wiseman, 2016, p.150).
“Traditional societies, many of them with strong cultural roots, have nurtured and refined systems of knowledge of their own relating to such diverse domains as astronomy, meteorology, geology, ecology, botany, agriculture, physiology, psychology, and health. Such knowledge systems represent an enormous wealth. Not only do they harbour information as yet unknown to modern science, but they are also expressions of other ways of living in the world, other relationships between society, nature, and other approaches to the acquisition and construction of knowledge” (Battiste, 2013, p.118).
"Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies"
Inquiry-Based Learning Effects on Mathematical Proficiency (Capaldi, 2015, p.289):
Conceptual understanding: Constructing new examples, conjectures, or proofs leads to a deeper understanding.
Procedural fluency: Spending class time solving problems or going over student work provides procedural understanding.
Strategic competence: Struggling through problems without previously seeing similar examples allows students to learn problem-solving skills.
Adaptive reasoning: Guided questions can lead students to think about what previous material will help them for a new problem.
Productive disposition: The success of completing hard problems leads to pride and a better understanding of what mathematics involves as a discipline.
"STEAM is a way to take the benefits of STEM and complete the package by integrating these principles in and through the arts. STEAM takes STEM to the next level: it allows students to connect their learning in these critical areas together with arts practices, elements, design principles, and standards to provide the whole pallet of learning at their disposal. STEAM removes limitations and replaces them with wonder, critique, inquiry, and innovation"
-Institute for Arts Integration and STEAM
“These practices- including, amongst many, feasting and gifting rituals, petroglyphing, body ornamentation, singing, dancing, drumming, weaving, basket making, and carving- were simultaneously art, creative expression, religious practice, ritual models and markers of governance structures and territorial heritage, as well as maps of individual and community identity and lineage” (Townsend-Gault & Duffek, 2004; Walsh, 2002 as cited in Muirhead & De Leeuw, 2012, p.2).
Teaching through the Arts nurtures students' gifts, skills and talents.
Musical expression
"N’we Jinan Studios provide the tools, space, and support for students to express themselves creatively, through a wide range of artistic media, all while working with professional artists. N’we Jinan platforms amplify the voices and stories of Indigenous youth and connect them to other creative youth and artists across Turtle Island"
Culturally relevant mentor texts support students in making connections: Strong Nations, Nunavummi and Inhabit Media. are great resources for Indigenous authored books.
Oral language and story-telling
“It is the responsibility of all school staff to ensure that students are understanding how the stories and experiences provided by the Elders fit together” (Dene Kede, 2002, p. 28) with school programs. This means creating an environment that connects stories and experiences together in welcoming spaces" (ILE, 2021, p.67a).
Brian Kowikchuk, Tuktoyaktuk, NWT
“In Indigenous cultures, the production of artistic works or participation in creative expression is woven into the fabric of everyday life, and can include the creation of functional items, such as clothing and baskets; items of spiritual significance, such as totem poles and masks; and participation in songs, stories, and dramas that are used to pass on myths and traditions” (Dufrene, 1990; Harvev, 2000 as cited in Muirhead & De Leeuw, 2012, p.5).
Adam, S. (2023 August 16). Personal Interview.
Anderson, E., Easson, K., Kharas, K., Kum, J., Cimon-Paquet, K. (2022). EDI at every level: Inequities and under-representation in STEM. Canadian Science Policy Centre. https://sciencepolicy.ca/posts/edi-at-every-level-inequities-and-under-representation-in-stem/
Battiste, M. A. (2013). Decolonizing Education: Nourishing the learning spirit. Langara College.
Borden, L., & Wiseman, D. (2016). Considerations From Places Where Indigenous and Western Ways of Knowing, Being, and Doing Circulate Together: STEM as Artifact of Teaching and Learning. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 140–152. https://doi.org/10.1080/14926156.2016.1166292
Capaldi, M. (2015). Inquiry-Based Learning in Mathematics. In Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs : A Conceptual and Practical Resource for Educators (Vol. 4, pp. 283–299). Emerald Group Publishing Limited. https://doi.org/10.1108/S2055-364120150000004016
Code.org. (2022, May 6). Equity in Computer Science Education [Video]. YouTube. https://www.youtube.com/watch?v=PmW6K6ufTpY
Coders North. (2020). The Indigenization of the Digital World. https://codersnorth.com/
Garcia-Olp, Nelson, C., & Saiz, L. (2019). Conceptualizing a Mathematics Curriculum: Indigenous Knowledge has Always Been Mathematics Education. Educational Studies (Ames), 55(6), 689–706. https://doi.org/10.1080/00131946.2019.1680374
Garcia-Olp, Nelson, C., & Saiz, L. (2022). Decolonizing Mathematics Curriculum and Pedagogy: Indigenous Knowledge Has Always Been Mathematics Education. Educational Studies, 58(1), 1–16. https://doi.org/10.1080/00131946.2021.2010079
Gravemeijer, K.; Stephan, M.; Julie, C.; Lin, F.-L.; Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal Science and Mathematics Education, 15, 105–123.
Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics & ICT Education, 7(2), 9–33. https://doi.org/10.26220/rev.2042
Institute for Arts Integration and STEAM. (n.d). What is STEAM Education? The Definite Guide for K-12 Schools. https://artsintegration.com/what-is-steam-education-in-k-12-schools/#steamresources
Kulago, Wapeemukwa, W., Guernsey, P. J., & Black, M. (2021). Land, Water, Mathematics, and Relationships: What Does Creating Decolonizing and Indigenous Curricula Ask of Us? Educational Studies (Ames), 57(3), 345–363. https://doi.org/10.1080/00131946.2021.1892690
Leonard, J., Thomas, J., Ellington, R. M., Mitchell, M. B., & Fashola, O. S. (2022). Fostering computational thinking among underrepresented students in STEM : strategies for supporting racially equitable computing. New York, NY: Routledge.
Meyer, S., & Aikenhead, G. (2021). Indigenous culture-based school mathematics in action part II: The study’s results: What support do teachers need? The Mathematics Enthusiast, 18(1-2), 119–138. https://doi.org/10.54870/1551-3440.151
Muirhead, A., & De Leeuw, S. (2012). Art and Wellness: The Importance of Art for Aboriginal Peoples’ Health and Healing. National Collaborating Centre for Aboriginal Health. https://www.ccnsa-nccah.ca/docs/emerging/FS-ArtWellness-Muirhead-deLeeuw-EN.pdf
National Council of Teachers of Mathematics. (2014). Mathematics Teaching Framework. https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Webinars_and_Webcasts/Webcasts/Nov30WebinarResource3.pdf
OntarioScienceCentre. (2022, April 25). Equity, Diversity and Inclusion in STEM Education [Video]. YouTube. https://www.youtube.com/watch?v=iUiDr9LXcD0