Links to Key Resources
It is imperative that teachers understand Indigenous lesson plans must be considered holistically. That means that the Indigenous teachings and intentions that are part of the language and culture must be considered. Non-Indigenous teachers should consider consulting indigenous advisors to ensure that the integrity of the content is not unintentionally lost or compromised.
“Culture-Based School Mathematics for Reconciliation and Professional Development”
|Interweaving Mathematics and Indigenous Cultures||
Interweaving Mathematics and Indigenous Cultures: Pahkasahkimca – A Saskatchewan Cree Game (p. 20). This is a Cree game that comes from the region of Coxby, Saskatchewan.
|Pedagogy: Empowering the Spirit||
Empowering the Spirit: PEDAGOGY that embraces Indigenous ways of knowing are fostered by approaches to teaching and learning that include purposeful thinking about people, places and processes.
McDowell Foundation project lesson plans to engage all students
|Freestyle-Looming-and-Probability||Krysta Shemrock: Freestyle Looming and Probability. Grade 12 Foundations of Math|
|Picario||Kevin Duchscherer: Picario: A Traditional Indigenous Game to Develop Spatial Reasoning, and Analytical and Critical Thinking Skills. Grade 10 Mathematics Workplace and Apprenticeship|
|Water-First-Nations-Cultures-Statistics||Kevin Duchscherer: Water, First Nations Cultures, Statistics. Grade 9|
|The- Language-of-Negative-and-Positive-Numbers||Danielle Vankoughnett: The Language of Negative and Positive Numbers. Grade 6|
|Stick-Games-and-Theoretical-Experimental-Probability||Danielle Vankoughnett: Stick Games and Theoretical/Experimental Probability. Grade 6|
|Multiplication-and-First-Nations-Drumming||Serena Palmer: Multiplication and First Nations Drumming. Grade 5|
|Quadrilateral-Patterning-Through-Indigenous-Beading||Serena Palmer: Quadrilateral Patterning Through Indigenous Beading. Grade 5|
Videos Engaging All Students
|Culture-Based School Mathematics for Reconciliation and Professional Development.||
The project Culture-Based School Mathematics for Reconciliation and Professional Development responds to the TRC’s calls to action by exploring how mathematics can be taught in a culture-based way thereby enhancing Western mathematics pedagogy with Indigenous mathematizing. Three teachings are featured (see video documentation links below). A detailed description of each video is found in Appendix F (pp. 112-115
|Birch Bark Biting||Birch Bark Biting lesson: Analogue to symmetry and angles|
|Dream Catcher||Dream Catcher lesson: Analogue to polygons. Two-eyed seeing made explicit for learners.|
|Conversation Related to Culture-Based School Mathematics for Reconciliation and Professional Development||An 18-minute conversation between consultant Sharon Meyer and teacher Serena Palmer about her developing and teaching math lessons that incorporate Indigenous mathematizing.|
These sites have been vetted and recommended by the Indigenous consultants for SaskMATH.