The First Peoples Principles of Learning is a foundational document in the redesign of BC’s curriculum frameworks. The Principles were developed by FNESC (First Nations Education Steering Committee) and the poster in English can be found HERE and in French can be found HERE. As Jo Chrona would say, the FPPL are much more than the poster – they are principles that are inclusive of all children in BC while honouring Indigenous ways of being and knowing. FNESC has developed teaching resources such as the In Our Own Words resources for K-3 and the Math First Peoples resource for Grades 8&9 (currently being updated) but much of the information and ideas in the resource can be adapted for all grade levels.
On May 17, Leanne McColl, Lynn Wainwright and myself attended the 8th annual K-12 Aboriginal Math Symposium. Educators from across BC attend this symposium. Information about the symposium can be found HERE and there is a tab on the website that links to archived resources.
I have attended this symposium for years and was fortunate to share a project from The Studio at Grauer at this year’s event. Some of the slides from my presentation can be found HERE , under May 2018.
A focus of my presentation was on three of BC’s mathematics curricular competencies. These competencies are part of the learning standards for the K-9 mathematics curriculum and are aligned with the First Peoples Principles of Learning and the Core Competencies.
The BC Numeracy Network has archived different types of resources to support the redesigned curriculum. Under the Connections tab, there is a page dedicated to resources that support the weaving of the First Peoples Principles of Learning into mathematics teaching and learning.
In the Richmond school district, two of the four goals of our Aboriginal Education Enhancement Agreement (AEEA) are focused on all learners (not just those with Indigenous ancestry) developing an understanding about the First Peoples Principles of Learning, our local First Nations community and Indigenous worldviews and perspectives as part of engaging in the process of reconciliation through education.
Teachers often ask me about where to start in this area and are concerned about not doing things properly or that they do not have enough knowledge themselves. I suggest that teachers contact someone in their district about local protocols and then try something in collaboration, maybe inspired by one of the above suggested resources. Look for authentic connections within your community and across disciplines in the curriculum.. Some of the things that I have done to continue to learn more in this area are: read articles and books recommended to me, seek out opportunities to learn from elders and Indigenous community members and colleagues, get involved with district or university-based collaborative projects, connect with your district’s Aboriginal Education team, attend workshops and tours offered through museums, cultural centres and local Indigenous organizations. There are lots of opportunities to learn and see connections to mathematics…we need to go forward together with an open mind and an open heart.
How can the First Peoples Principles of Learning be embedded in our mathematics teaching and learning? How do BC’s mathematics curricular competencies reflect these principles?
One of the principles is that “learning takes patience and time” – how does this principle bump up against some ideas around the teaching and learning of mathematics?
How might we work towards the goals of our Aboriginal Education Enhancement Agreement within our mathematics classrooms? What role could mathematics play in the process of reconciliation?
What does it mean to use authentic resources, stories and elements of culture in our mathematics teaching? How is this affected by the land and the story of the place where we live and teach? Who can help us think about these ideas? Where can I learn more and find resources?
What opportunities do your students of Indigenous ancestry have to see their community, family and culture represented in the mathematics they are learning at school? Within our diverse community, how do all students see themselves reflected in their mathematics experience? What is the relationship between our students’ mathematical identities and their personal and cultural identities?
What interdisciplinary projects might connect mathematics with Indigenous knowledge and worldviews?
Thanks for taking the time to share some of the projects you have been involved with, Janice. It’s interesting to see the types of school-based inquiry going on in SD 38.