This topic is of great interest to me. My inquiry is on indigenizing the math curriculum, and how we can do that with more than token projects.
The first thing that really got me thinking was about the grid system. I've been doing a lot of reading about how Canada was before colonizers came, and one idea really struck me is that when Europeans first came here, the first peoples had taken such good care of the land that they thought it was uninhabited. I look around now, and it makes me sad to think how much has changed, and how much we've lost that we can't get back.
I thought it was really interesting to learn about Indigenous ways of farming. I think it makes so much more sense. I think we are too concerned with timelines and dates, and we stop listening to the world. Learning about math history with various cultures in EDCP 442, I've really come to appreciate how integrated math used to be into everything. Now, it seem so disconnected and without context that nobody wants to learn it. I hope to be able to give it context and relate it to the world around us again.
This helped improve my thinking of math education. It gave me lots of ways to incorporate the values into more of my classes. Although it was very geometry heavy, it gave me an idea on how to branch into more areas.
The first thing that really got me thinking was about the grid system. I've been doing a lot of reading about how Canada was before colonizers came, and one idea really struck me is that when Europeans first came here, the first peoples had taken such good care of the land that they thought it was uninhabited. I look around now, and it makes me sad to think how much has changed, and how much we've lost that we can't get back.
I thought it was really interesting to learn about Indigenous ways of farming. I think it makes so much more sense. I think we are too concerned with timelines and dates, and we stop listening to the world. Learning about math history with various cultures in EDCP 442, I've really come to appreciate how integrated math used to be into everything. Now, it seem so disconnected and without context that nobody wants to learn it. I hope to be able to give it context and relate it to the world around us again.
This helped improve my thinking of math education. It gave me lots of ways to incorporate the values into more of my classes. Although it was very geometry heavy, it gave me an idea on how to branch into more areas.
Thank you for your comments Ellen. I look forward to our discussions in class today. I believe that learning the histories of places that we teach, as you have begun to do, is a great way to start moving away from token projects. It takes time to build relationships with the communities and places we teach and learn with.
ReplyDelete