{"id":955,"date":"2016-02-23T14:22:37","date_gmt":"2016-02-23T22:22:37","guid":{"rendered":"http:\/\/blogs.sd41.bc.ca\/math\/?page_id=955"},"modified":"2022-02-01T16:27:38","modified_gmt":"2022-02-02T00:27:38","slug":"indigenous-perspectives","status":"publish","type":"page","link":"https:\/\/blogs.sd41.bc.ca\/math\/indigenous-perspectives\/","title":{"rendered":"Indigenous Perspectives"},"content":{"rendered":"<h4><span style=\"font-family: helvetica;\">Websites to provide information and generate ideas:<\/span><\/h4>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"https:\/\/firstpeoplesprinciplesoflearning.wordpress.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">First Peoples Principles of Learning<\/a>\u00a0<\/span>&#8211;\u00a0 understanding how\u00a0we might\u00a0incorporate these principles<\/p>\n<p><a href=\"http:\/\/www.fnesc.ca\/resources\/math-first-peoples\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"color: #3366ff;\">FNESC\u00a0Math Resource<\/span><\/a>\u00a0&#8211; First Nations Education Steering Committee resource with units for Math 8 and 9.<\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/showmeyourmath.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\">Show Me Your Math<\/a><\/span><em> &#8211; <\/em>invites Aboriginal children in Nova Scotia to find mathematics in their everyday environment<\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/mathcatcher.irmacs.sfu.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\">SFU Math Catcher<\/a> <\/span>&#8211; Mathematics\u00a0Through Aboriginal Storytelling<\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/acip.sd79.bc.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\">Aboriginal Curriculum Integration Project<\/a> <\/span>&#8211;\u00a0 Cowichan Valley<\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"https:\/\/www.youtube.com\/watch?v=_BBHge8wzR0\" target=\"_blank\" rel=\"noopener noreferrer\">Lahal video: The Bone Game<\/a>\u00a0<span style=\"color: #000000;\">&#8211; Sugarcane BC (near Williams Lake)<\/span><\/span><\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/blogs.ubc.ca\/aboriginalmathnetwork\/\" target=\"_blank\" rel=\"noopener noreferrer\">Aboriginal Mathematics K-12 Network <\/a><\/span>&#8211; UBC<\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/aboriginalperspectives.uregina.ca\/introduction.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">Aboriginal Perspectives Videos and Lessons &#8211; University of Regina<\/a><\/span><\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"http:\/\/www.oise.utoronto.ca\/deepeningknowledge\/Teacher_Resources\/Curriculum_Resources_(by_subjects)\/Math\/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Teacher Resources &#8211; University of Toronto<\/a><\/span><\/p>\n<p><span style=\"color: #3366ff;\"><a style=\"color: #3366ff;\" href=\"https:\/\/www.aadnc-aandc.gc.ca\/eng\/1307460755710\/1307460872523\" target=\"_blank\" rel=\"noopener noreferrer\">Overview of the distinctive cultures<\/a> <\/span>of the six main geographic groups of early First Nations in Canada<\/p>\n<p><strong>Characteristics of Aboriginal World Views and Perspectives<span style=\"color: #3366ff;\">:<\/span><\/strong><\/p>\n<ul>\n<li>Connectedness and Relationships<\/li>\n<li>Awareness of History<\/li>\n<li>Local Focus<\/li>\n<li>Engagement with the Land, Nature and the Outdoors<\/li>\n<li>Emphasis on Identity<\/li>\n<li>Community Involvement: Process and Protocols<\/li>\n<li>The Power of Story<\/li>\n<li>Traditional Teaching<\/li>\n<li>Language and Culture<\/li>\n<li>Experiential Learning<\/li>\n<\/ul>\n<p><span style=\"font-size: 16pt; color: #0000ff;\">First Peoples Principles of Learning<\/span><\/p>\n<ul>\n<li>Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.<\/li>\n<li>Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).<\/li>\n<li>\u00a0Learning involves recognizing the consequences of one\u2019s actions.<\/li>\n<li>Learning involves generational roles and responsibilities.<\/li>\n<li>Learning recognizes the role of indigenous knowledge. \u00a8 Learning is embedded in memory, history, and story.<\/li>\n<li>Learning involves patience and time.<\/li>\n<li>Learning requires exploration of one\u2019s identity.<\/li>\n<li>Learning involves recognizing that some knowledge is sacred and only shared with permission and\/or in certain situations.<\/li>\n<\/ul>\n<p><span style=\"font-size: 16pt; color: #0000ff;\">First Peoples Principles of Mathematical Teaching<\/span><\/p>\n<p><em>Respecting Indigenous Knowledge * <\/em><\/p>\n<ol>\n<li>Build on indigenous knowledge systems.<\/li>\n<li>Relate story teachings to mathematical processes (e.g., how characters solve problems).<\/li>\n<li>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.<\/li>\n<li>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).<\/li>\n<\/ol>\n<p><em>Respecting the learner<\/em><\/p>\n<ol start=\"5\">\n<li>Build on what students are already familiar with (both abstract \u201cknowledge\u201d and concrete knowledge).<\/li>\n<li>Explore and build on students\u2019 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).<\/li>\n<li>Present mathematics problems of various sorts in varied ways (visual, oral, role-play, and experiential problems as well as word and symbol problems).<\/li>\n<li>Stimulate students\u2019 innate curiosity and desire to explore.<\/li>\n<\/ol>\n<p><em>Fostering the development of positive attitudes <\/em><\/p>\n<ol start=\"9\">\n<li>Communicate a positive and enthusiastic attitude toward mathematics (be willing to take risks and make mistakes and encourage students to do the same).<\/li>\n<li>Promote and reward perseverance (give necessary time for difficult problems and revisit them on multiple occasions).<\/li>\n<li>Use humour and celebrate successes.<\/li>\n<\/ol>\n<p><em>\u00a0Fostering transformation for both teacher and student (transformative pedagogy) <\/em><\/p>\n<ol start=\"12\">\n<li>Reflect on and revise your own practice with respect to teaching mathematics (including mistakes).<\/li>\n<li>Find ways to build learning relationships with various professional communities where mathematics plays an important role.<\/li>\n<li>Share what you are doing as a teacher with other colleagues, and use colleagues to support self-reflection.<\/li>\n<li>Encourage students to reflect on and be explicit about their own thinking processes and the transformations in their own understanding.<\/li>\n<\/ol>\n<p>* Indigenous Knowledge (IK) can be broadly defined as the knowledge that an indigenous (local) community accumulates over generations of living in a particular environment. This definition encompasses all forms of knowledge \u2013 technologies, know-how skills, practices and beliefs \u2013 that enable the community to achieve stable livelihoods in their environment. [\u2026] IK is unique to every culture and society, and it is embedded in community practices, institutions, relationships and rituals. [&#8230;It] represents all the skill and innovations of a people and embodies the collective wisdom and resourcefulness of the community.<\/p>\n<p>( definition from www.unep.org\/IK\/ )<\/p>\n<p>Sharing Template:\u00a0\u00a0<a href=\"http:\/\/blogs.sd41.bc.ca\/math\/files\/2018\/04\/SHARING-TEMPLATE-1.docx\" target=\"_blank\" rel=\"noopener\">SHARING TEMPLATE<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Websites to provide information and generate ideas: First Peoples Principles of Learning\u00a0&#8211;\u00a0 understanding how\u00a0we might\u00a0incorporate these principles FNESC\u00a0Math Resource\u00a0&#8211; First Nations Education Steering Committee resource with units for Math 8 and 9. Show Me Your Math &#8211; invites Aboriginal children in Nova Scotia to find mathematics in their everyday environment SFU Math Catcher &#8211; Mathematics\u00a0Through &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/blogs.sd41.bc.ca\/math\/indigenous-perspectives\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Indigenous Perspectives&#8221;<\/span><\/a><\/p>\n","protected":false},"author":7627,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/pages\/955"}],"collection":[{"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/users\/7627"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/comments?post=955"}],"version-history":[{"count":31,"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/pages\/955\/revisions"}],"predecessor-version":[{"id":2155,"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/pages\/955\/revisions\/2155"}],"wp:attachment":[{"href":"https:\/\/blogs.sd41.bc.ca\/math\/wp-json\/wp\/v2\/media?parent=955"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}