Relationships and Reciprocity Towards Decolonizing Mathematics Education

Authors

  • Ruth Beatty Lakehead University
  • Colinda Clyne Upper Grand District School Board

DOI:

https://doi.org/10.33423/jhetp.v20i7.3156

Keywords:

Higher Education, Theory and Practice, culturally responsive Mathematics education, Relationships, Reciprocity, Indigenous artistry, design and technology

Abstract

In this study, we focus on the importance of co-constructing reciprocal relationship as a step towards decolonizing mathematics education. Research teams comprising Anishinaabe and Métis leaders, artists and educators and non-Indigenous educators collaboratively explored connections between the mathematics inherent in Indigenous artistry, design and technology and the mathematical content in the Ontario curriculum. Contextualizing research ethics was imperative. While the initial focus was on the co-planning and co-teaching of units of mathematics instruction based on Anishinaabe or Métis cultural practices, we realized that the work was primarily about developing ethical relations, which prioritized Indigenous knowledge systems and positively influenced mathematical understanding.

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Published

2020-10-25

How to Cite

Beatty, R., & Clyne, C. (2020). Relationships and Reciprocity Towards Decolonizing Mathematics Education. Journal of Higher Education Theory and Practice, 20(7). https://doi.org/10.33423/jhetp.v20i7.3156

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Section

Articles