Recommendation 3: Curriculum Actualization:
- Provincial curriculum is effectively implemented and renewed
- Administrators and teachers are aware of policy, new directions in provincial education, and staff development supports.
- Teachers have adequate support through actualization and assessment including:
- Culturally responsive teaching and learning practices
- First nations and Métis content and perspectives
- Assessment and Evaluation
- Supportive Professional Development
“..it is incumbent upon teachers to find and incorporate Indigenous knowledge and understandings (epistemologies) and to use Indigenous practices and methods to support learning and fully develop students’ potential.” 1
Indigenous languages are verb-based, whereas Western languages are noun-based. This fundamental difference in cultural world-views is respected by the use of the term “mathematizing” (a verb). It is exemplified by activities in which counting, measuring, locating, designing, playing, or explaining quantitatively occur within an Indigenous culture.
The seven McDowell Foundation Lesson Plans put forward in relation to Indigenous Ways Knowing in the SaskMATH resource are all examples of teacher-produced lesson plans featuring Indigenous mathematizing connected to curriculum content.
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.
1Goulet, K. and Goulet, L. (2015). Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies. UBC Press. (p.5)