Pub Date : 2019-11-01DOI: 10.1163/9789004415768_011
Jerry Lipka, Dora Andrew-Ihrke, Eva Evelyn Yanez
{"title":"Symmetry and Body Proportional Measuring","authors":"Jerry Lipka, Dora Andrew-Ihrke, Eva Evelyn Yanez","doi":"10.1163/9789004415768_011","DOIUrl":"https://doi.org/10.1163/9789004415768_011","url":null,"abstract":"","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132319731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-01DOI: 10.1163/9789004415768_005
L. Borden, David Wagner, N. Johnson
Since 2007, in the spring of the year, Mi’kmaw students from across Nova Scotia and other parts of Atlantic Canada, have been coming together at the annual Show Me Your Math (SMYM) event to share math fair projects created to demonstrate the results of their own ethnomathematical investigations. In the initial four years of the program, participation at the math fair has ranged from three to five schools, and starting in 2011 all nine schools under the Mi’kmaw Kina’matnewey (MK) system participated, and SMYM events have been developed in other jurisdictions including Wolastoqey communities in New Brunswick, and communities in Northern Ontario and Nunavut. Currently in MK schools alone, annual participation includes 200-300 students attending math fairs and thousands of students contributing projects. In this chapter we describe the SMYM event, its origins, and its impact on participating Mi’kmaw schools. We describe the transformative potential of such ethnomathematical activity for both students and their teachers and the enthusiasm of the Mi’kmaw students who, through this work, came to see that mathematical reasoning is part of their own cultural heritage and worldview. Drawing on positioning theory as conceptualized by the social psychology work of Harré and van Langenhove (1999) and its development in the context of mathematics education by Wagner and Herbel-Eisenmann (2009), we describe how this project is challenging traditional storylines in classrooms. We argue that SMYM is contributing to a greater sense of equity by addressing critical questions of identity and power and enabling community voices to be seen as a source of authority. Stories from the communities and the classroom exemplify how this project is lived out in schools and communities. These stories illustrate some of the many benefits of this project and give examples of the impacts on both the students and the communities. We will conclude with strategies and suggestions for how such an event might be enacted in another community.
自2007年春季以来，来自新斯科舍省和加拿大大西洋沿岸其他地区的米克马族学生每年都会聚集在一起参加“展示你的数学”(SMYM)活动，分享数学竞赛项目，这些项目是为了展示他们自己的民族数学研究结果而创建的。在项目的最初四年里，只有三到五所学校参加了数学博览会，从2011年开始，Mi 'kmaw Kina 'matnewey (MK)系统下的所有九所学校都参加了数学博览会，SMYM活动已经在其他司法管辖区开展，包括新不伦瑞克省的Wolastoqey社区，安大略省北部和努纳武特的社区。目前仅在MK学校，每年就有200-300名学生参加数学博览会，数千名学生贡献项目。在本章中，我们将介绍SMYM活动，它的起源，以及它对参与的米克马学校的影响。我们描述了这种民族数学活动对学生和老师的变革潜力，以及米克马族学生的热情，他们通过这项工作认识到数学推理是他们自己的文化遗产和世界观的一部分。根据harr和van Langenhove(1999)的社会心理学工作概念化的定位理论，以及瓦格纳和Herbel-Eisenmann(2009)在数学教育背景下的发展，我们描述了这个项目如何挑战课堂上的传统故事情节。我们认为SMYM通过解决身份和权力的关键问题，并使社区的声音被视为权威的来源，从而促进了更大的公平感。来自社区和课堂的故事说明了这个项目是如何在学校和社区中实现的。这些故事说明了这个项目的许多好处，并举例说明了对学生和社区的影响。最后，我们将提出如何在另一个社区实施此类事件的策略和建议。
{"title":"Show Me Your Math","authors":"L. Borden, David Wagner, N. Johnson","doi":"10.1163/9789004415768_005","DOIUrl":"https://doi.org/10.1163/9789004415768_005","url":null,"abstract":"Since 2007, in the spring of the year, Mi’kmaw students from across Nova Scotia and other parts of Atlantic Canada, have been coming together at the annual Show Me Your Math (SMYM) event to share math fair projects created to demonstrate the results of their own ethnomathematical investigations. In the initial four years of the program, participation at the math fair has ranged from three to five schools, and starting in 2011 all nine schools under the Mi’kmaw Kina’matnewey (MK) system participated, and SMYM events have been developed in other jurisdictions including Wolastoqey communities in New Brunswick, and communities in Northern Ontario and Nunavut. Currently in MK schools alone, annual participation includes 200-300 students attending math fairs and thousands of students contributing projects. In this chapter we describe the SMYM event, its origins, and its impact on participating Mi’kmaw schools. We describe the transformative potential of such ethnomathematical activity for both students and their teachers and the enthusiasm of the Mi’kmaw students who, through this work, came to see that mathematical reasoning is part of their own cultural heritage and worldview. Drawing on positioning theory as conceptualized by the social psychology work of Harré and van Langenhove (1999) and its development in the context of mathematics education by Wagner and Herbel-Eisenmann (2009), we describe how this project is challenging traditional storylines in classrooms. We argue that SMYM is contributing to a greater sense of equity by addressing critical questions of identity and power and enabling community voices to be seen as a source of authority. Stories from the communities and the classroom exemplify how this project is lived out in schools and communities. These stories illustrate some of the many benefits of this project and give examples of the impacts on both the students and the communities. We will conclude with strategies and suggestions for how such an event might be enacted in another community.","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130843515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-01DOI: 10.1163/9789004415768_003
Maria Jose Athie Martinez
{"title":"“Remember the Time We Set up Our Tipi?”","authors":"Maria Jose Athie Martinez","doi":"10.1163/9789004415768_003","DOIUrl":"https://doi.org/10.1163/9789004415768_003","url":null,"abstract":"","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132719819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-01DOI: 10.1163/9789004415768_012
Jennifer S. Thom
{"title":"Bending an Ear in the Quest of “What Is It?”","authors":"Jennifer S. Thom","doi":"10.1163/9789004415768_012","DOIUrl":"https://doi.org/10.1163/9789004415768_012","url":null,"abstract":"","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114638484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-01DOI: 10.1163/9789004415768_004
Florence Glanfield, Gladys Y. Sterenberg
{"title":"Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research Project","authors":"Florence Glanfield, Gladys Y. Sterenberg","doi":"10.1163/9789004415768_004","DOIUrl":"https://doi.org/10.1163/9789004415768_004","url":null,"abstract":"","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128637913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：