INSTITUTE FOR RESEARCH IN MATHEMATICAL SCIENCES
MATHED FORUM MEETING AGENDA
Mathematics and Equity
2015 at 10 am-2 pm
Institute, 222 College Street, Toronto
FIELDS MATHEMATICS EDUCATION FORUM
March 28, 2015, 10AM - 2PM
Fields Institute, 222 College Street, Toronto
Aboriginal Perspectives in Mathematics Education
10:00 AM - 10:15 AM Reports: OAME, OMCA, OCMA, CMESG, CMS, and other.
10:15 AM - 10:50 AM Lisa Lunney Borden (St. Francis Xavier University):
Learning Together to Transform Mathematics for Aboriginal Students
Abstract: Supporting Mi'kmaw youth in learning mathematics has been
a goal for Lisa Lunney Borden for over twenty years, first as a teacher
and now as a researcher and teacher educator. In this presentation, Lisa
will share a model developed in conjunction with teachers and community
elders that identifies potential tensions and areas in need of transformation
when considering mathematics education for Mi'kmaw students. She will explore
how this model might influence mathematics teaching and learning. She will
also show how this model and the Show Me Your Math program has generated
new inquiry based projects in Mi'kmaw schools that are situated in indigenous
knowledges and begin from a place of honouring community knowledge as a
context for learning mathematics.
Bio: Lisa Lunney Borden is an Associate Professor and Chair of the
Department of Teacher Education at St. Francis Xavier University in Canada.
She teaches mostly mathematics education courses at both the undergraduate
and graduate level. She began her career teaching grades 7-12 mathematics
at We'koqma'q First Nation Secondary School, a Mi'kmaw community-run school.
She credits her students and the Mi'kmaw community for inspiring her to
think differently about mathematics education. She is most interested in
examining strategies to transform mathematics education for Aboriginal students
with a focus on equity, diversity, and the inclusion of multiple worldviews.
Lisa also helps to coordinate an on-going project called "Show Me Your
Math" that invites Aboriginal children in Atlantic Canada to explore
the mathematics all around them and maintains the showmeyourmath.ca website.
She is currently working with Mi'kmaw schools in Nova Scotia to implement
culturally based inquiry projects in schools as a spin off of the SMYM program.
She welcomes communication relating to her research interests: firstname.lastname@example.org.
10:50 AM - 11:25 AM Ruth Beatty (Lakehead University) and Jody Alexander
(Renfrew County District School Board): Exploring Connections between Indigenous
and Western Ways of Knowing
Abstract: For the past three years Ruth Beatty (Lakehead University)
and Danielle Blair (Ministry of Education) have been working with four research
teams to explore connections between Indigenous ways of knowing and the
Western mathematics that is represented in current mathematics curricula.
Using an ethnomathematics framework, we have worked with Elders and community
members from Indigenous communities across Ontario to co-design units of
instruction that are culturally responsive and mathematically rigorous.
In this presentation Ruth and Jody Alexander, a member of the Algonquins
of Pikwàkanagàn First Nation and an educator with the Renfrew
County DSB, will highlight the mathematical potential of Algonquin loom
beading and describe how it supported students' algebraic, proportional
and spatial reasoning. We will also outline our research design, which was
developed to help alleviate the risk of cultural appropriation.
Bios: Ruth Beatty teaches the mathematics methods course for preservice
P/J teacher candidates in the Faculty of Education at Lakehead University
(Orillia). Currently Ruth is working with members of Anishinaabe and Cree
communities and educators from Ontario school boards to research the connections
between Anishinaabe and Cree ways of knowing mathematics and the Western
mathematics found in the Ontario curriculum. The goal of this federally
and provincially funded research is to collaboratively design culturally
responsive mathematics instruction for all students, and to learn from and
incorporate Anishinaabe and Cree pedagogical perspectives in inclusive classroom
Jody Alexander is a member of the Algonquins of Pikwàkanagàn.
She has been teaching at Eganville & District Public School (EDPS) for
11 years and is currently the First Nation Literacy and Numeracy Resource
Teacher. In addition, she holds the role of Aboriginal Education Teacher
Lead for the Renfrew County District School Board (RCDSB). Jody is also
a member of the Aboriginal Education Ad Hoc Committee and the Character
Development Committee with the RCDSB. Most recently, she has worked in collaboration
with teachers at EDPS, researcher, Dr. Ruth Beatty, Ministry Math Lead,
Danielle Blair and various members of the Pikwàkanagàn First
Nation in efforts to support Algonquin ways of knowing Mathematics.
As a mother of two school-aged children, Jody has first-hand knowledge
of the significance of advocating for students. She strives to have all
Aboriginal student learning needs met. It is her belief that Aboriginal
students achieve success through guidance and support in four main areas;
a sense of belonging, a pride in identity, meeting basic needs, and most
importantly, through trusting relationships. Jody believes that every student
should be exposed to Aboriginal perspectives, knowledge and understanding.
She is committed to ensuring Aboriginal Education is honoured throughout
the RCDSB and the Province.
11:25 AM - 12:00 AM Marilyn Maychak (Toronto District School Board):
Experiences and Challenges of Infusing Aboriginal Perspectives in (Mathematics)
Education in an Urban Context.
Abstract: In 2007, the Ontario Ministry of Education launched an
Aboriginal Education Strategy to support the learning and achievement of
First Nations, Métis, and Inuit students. The First Nations, Métis,
and Inuit Education Policy Framework outlines strategies for integrating
First Nations, Métis, and Inuit ways of knowing throughout the curriculum.
This presentation will share an Aboriginal educator's classroom and system-level
experiences with supporting urban educators in weaving Aboriginal perspectives
in the curriculum. The presenter will also examine the challenges of infusing
First Nations, Métis, and Inuit ways of knowing in mathematics education,
as well as share an example of an opportunity for authentic infusion of
Aboriginal perspectives in mathematics classrooms.
Bio: Marilyn Maychak is the Student Success Teacher for the Aboriginal
Education Centre in the Toronto District School Board. She is Inuk and of
Polish-Ukrainian descent. Marilyn holds a B.Sc. degree, a B.Ed. degree,
and M.Ed. degree with a specialization in Leadership and School Improvement.
She has taught in the elementary panel for the past eleven years, mainly
in the junior and intermediate divisions. Her diverse teaching experiences
include teacher-leadership roles in the areas of elementary science education,
inquiry based learning and Aboriginal Education. Marilyn was nominated by
the Calgary Board of Education to serve as a representative on the Elementary
K-6 Review Committee. This committee advised and assisted Alberta Education
staff in revising the Alberta Elementary K-6 Science Program of Studies.
More recently, Marilyn was the First Nations, Métis, and Inuit Focused
Student Work Study Teacher with the Toronto District School Board. She provided
leadership and support to TDSB schools participating in the First Nations,
Métis, Inuit Student-Focused Collaborative Inquiry (a provincial
initiative) to learn with and from students and community on how to best
support the academic achievement and wholistic well-being of First Nations,
Métis, and Inuit students in the TDSB. Marilyn is a member of the
provincial planning committee (Student Achievement Division - Ministry of
Education) for the First Nations, Métis, Inuit Student-Focused Collaborative
12:15 PM - 1:00 PM - LUNCH BREAK (Light refreshments provided)
1:00 PM - 2:00 PM Panel Discussion with Morning Presenters
2:00 PM ADJOURNMENT
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