Session 1:

Supporting Indigenous Learners in Mathematics

Pijashin! Welcome!

Materials Needed For Session 1:

Hair Bone Pipe Bead Template printed on ledger paper or legal at smallest; one per person with a few extras for change in thinking
Colour pencils or markers

Acknowledgement: Traditional Algonquin Territory

Please press play to hear Christina's address

Reflection:

Take a moment to acknowledge the land on which you are situated

Part A: Introduction

Video:

Note: Pow wow images in this video were taken with community permission during an education cultural day, not a ceremonial pow wow.

Welcome to session one of the four part learning series, Supporting Indigenous Students in Mathematics. We hope that the learning journey shared throughout this series supports you in your local context working with First Nation, Métis and Inuit partners in supporting community goals, as well as those shared regarding to the teaching and learning of mathematics.

Reflect/ Discuss:

On your own or in your teams reflect upon and discuss the following questions

Part B: Project Background and Overview

Video:

This is a brief overview of the entire 6 year research project and connections to the Truth and Reconciliation Commission's Report and Calls to Action.

Video:

Introduction from the Indigenous Education Office and links of the project to the First Nations, Métis and Inuit Policy Framework.

Video:

Introduction to the theoretical framework and the concept of ethnomathematics.

Video:

Unpacking the cyclical framework.

Video:

Consultation with community and the ongoing oversight and guidance that community provides through an iterative and cyclical process is essential to doing the work "in a good way".

Video:

Co-planning to ensure all instruction is mathematically rigorous and culturally meaningful. In addition, it is aligned with Indigenous pedagogy and evidence-based effective mathematics instruction.

Part C: Hair Bone Pipe Bracelets Grade 1

Video Introduction to Task:

Task: Hair Bone Pipe Bead Design

Materials Needed: coloured pencils or markers, hair pipe bead template, device to take picture and upload for sharing

Part A: Create a Hair Bone Pipe Bead Pattern on the Hair Bone Pipe Bead Template

Part B: Share your design

What math did you notice?
What math might students think about?
How does this activity support the development of proportional, spatial, algebraic reasoning, and multiplicative thinking?

Session 1 Participant Sharing of Work

Task 1

View the thoughts and insights of those who participated in a live virtual session by viewing google slides.

Video:

Watch the video for a debrief of the Hair Bone Pipe Bead Task. Unpack the inherent mathematics and reflect upon student thinking.

Video:

In light of your own thinking and reflecting on the task debrief, observe Grade 1 students as they design, engage in mathematical thinking, and make a Hair Bone Pipe Bead Bracelet.

Part D: Looming in Early Primary

Video:

A lot of the work has been focused on the mathematics of looming. Join us as we introduce looming in relation to pattern, design and mathematical potential.

Video:

Observe as Christina and Tanisha, artists and members of Pikwakanagan First Nation, co-teach Grade 2 mathematics through looming.

Videos: Examples of Student Thinking

In each example, first watch the introductory video on the left, video of student thinking in the middle, and then the debrief video on the right

Example 1

Example 2

Example 3

Note: This example is not a video. Please analyze pattern and discuss how you would describe the pattern core prior to watching debrief.

Video:

Through iterations of looming over the course of the year, and opportunities to learn from and with Algonquin community artists and members within a cultural and mathematical context, students gain pride in both their cultural and mathematical identity.

Video Introduction to Take Away Task:

Take Away Task: 5 Bead Looming Design

Using the 5 row template, create 2 or 3 different repeating patterns, with a 4 and/or 5 column pattern core (one pattern per template).
Using the 5 row template, explore repeating patterns with a different size core (e.g., 2 columns, 6 columns, etc.)
Take a picture or scan your patterns. Save each as a jpeg.
At the start of Session 2, we'll ask you to upload your patterns to Google Slides for sharing and discussion.

Part E: Final Considerations

Video:

Jody Alexander, discusses cultural appropriation and reminds us to be mindful in work involving Indigenous knowledge and culture. Doing the work in a good way means working in partnership - partnerships built on respect and reciprocity.

Consolidation Task:

1. Reflect on the above quote and today's learning.

2. Discuss: What is the difference between learning culture through education versus educational learning through culture?

3. Use the following to support your discussions:

10 guiding Principles for Truth and Reconciliation,
Calls to Action, specifically related to Education and Language
UN Declaration on the Rights of Indigenous Peoples - Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well-being of their children, consistent with the rights of the child, and Articles 11, 13, 14, 15, 31
FNMI Policy Framework and Implementation Plan

Session 1 Participant Reflections

How do we support Indigenous students in Mathematics Reflections.docx

Thank you for joining us!

Reminder

Session 2: Thursday, November 9, 2017 1:00 - 3:00pm

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