We respectfully acknowledge that the land on which we gather is the unceded territory of the syilx Peoples.

kʷu  ɬə c̕uləl’uʔs  iʔ  l təmxʷulaʔxʷs  iʔ  syilx  tali  əc  haʔ  stim aɬiʔ  əc mistim axaʔ  iʔ  təmxʷulaʔxʷselx  lut  pənkin̓  k̕l swit  t̕ə  xʷic̕xmselx

Math in Nature Provocations

When you connect these books to the syilx 13 moon calendar, what sparks for you? 

Build on indigenous knowledge systems:

• Relate story teachings to mathematical processes (e.g., how characters solve problems).

• Make connections to a wide range of differing contexts (daily activities, traditional practices, activities in the workplace) and integrate learning related to mathematics and other subject areas in project assignments.

• Find ways to build learning relationships with the local Aboriginal/cultural community (Elders, artists, people in various walks of life, including emergent business and industry).

• Respecting the learner.

Build on what students are already familiar with (both abstract “knowledge” and concrete knowledge):

• Explore and build on students’ interests (asking learners about what is important to them is a good way to identify what context will prove meaningful to them as a basis for learning mathematics).

• Present mathematics problems of various sorts in varied ways (visual, oral, role-play, and experiential problems as well as word and symbol problems).

• Stimulate students’ innate curiosity and desire to explore.

• Fostering the development of positive attitudes.

Communicate a positive and enthusiastic attitude toward mathematics (be willing to take risks and make mistakes and encourage students to do the same):

• Promote and reward perseverance (give necessary time for difficult problems and revisit them on multiple occasions). Timed math causes and increases math anxiety. 

• Use humour and celebrate successes.

• Fostering transformation for both teacher and student (transformative pedagogy).

Reflect on and revise your own practice with respect to teaching mathematics (including mistakes):

• Find ways to build learning relationships with various professional communities where mathematics plays an important role.

• Share what you are doing as a teacher with other colleagues, and use colleagues to support self-reflection.

• Encourage students to reflect on and be explicit about their own thinking processes and the transformations in their own understanding.

Source: FNESC Math First Peoples K-12 (2020)

Congratulations to our Session 9 winners:

1. Nicole Holland - Winter Math Walk

2. Lynn White - Tree Math

3. Natalie Morin - ABC Math in Nature