Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers

Authors

  • Kathleen Nolan Associate Professor, Faculty of Education, University of Regina, Canada
  • J. Harley Weston University of Regina

DOI:

https://doi.org/10.37119/ojs2015.v21i1.195

Keywords:

Aboriginal education, mathematics curriculum, qualitative research, case study, grade 6 teachers

Abstract

Abstract

The marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus.

            Keywords: Aboriginal education; mathematics curriculum; qualitative research; case study; Grade 6 teachers

Author Biography

  • Kathleen Nolan, Associate Professor, Faculty of Education, University of Regina, Canada
    Associate Professor, Faculty of Education, University of Regina

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Published

2014-11-14

Issue

Vol. 21 No. 1 (2015): Spring 2015

Section

Articles

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