This month’s curricular competency focus is engage in problem-solving experiences that are connected to place, story, cultural practices and perspectives relevant to local First Peoples communities, the local community, and other other cultures. This curricular competency is the same across grades K-12 and courses and falls under the organizer of “Understanding and Solving” which suggest the focus of using contextual and meaningful experiences to support mathematical understanding.
Elaborations are suggestions for educators to consider as they plan for developing this curricular competency:
- in daily activities, local and traditional practices, the environment, popular media and news events cross-curricular integration
- have students pose and solve problems or ask questions connected to place, stories and cultural practices
The focus and thinking behind this curricular competency are the ideas of authenticity, meaningfulness, engagement and connectedness. Not all mathematics learning needs be contextualized or connected to “real life” but for many students who may see math as something that they do at school between 9 and 10am and don’t yet see the relevance of the math they are learning, providing tasks and problems that connect to place, community and culture may support their mathematical thinking and learning and broaden their understanding and appreciation for what math is and how it can be experienced. Experiential and holistic learning are foundational to the First Peoples Principles of Learning and these are considerations for all learners. The First Peoples Principles of Learning also remind of us of the importance of connecting learning through place and story, working with others and developing a self of self, family, community and culture. This curricular competency is aligned with the Personal and Social Core Competency – positive personal and cultural identity, personal awareness and responsibility and social responsibility.
Some resources to consider:
Messy Maths by Juliet Robertson (elementary resource for taking math learning outdoors)
Tluuwaay ‘Waadluxan Mathematical Adventures edited by Dr. Cynthia Nicol and Joanne Yovanovich (mathematical adventures from Haida Gwaii developed by community members, elders and educators)
BC Numeracy Network – Connecting Community, Culture and Place
First Peoples Mathematics 8&9 developed by FNESC – this teacher-created resource is being revised to reflect the current BC mathematics curriculum and provide more learning experiences across grades and disciplines.
Blog posts from this site with related information:
Place-Based Mathematical Inquiry
Primary Study Group 2018-2019 – Outdoors Math
Indigenous Content and Perspectives in Math
Some questions to consider as you plan for learning opportunities to develop the competency of engaging in problem-solving experiences connected to place, story and cultural practices and perspectives:
How does place/land/environment inspire mathematical thinking? What potential numeracy or problem-solving tasks emerge when we think about local land-based contexts?
What problems or issues are facing the local community? How might mathematics help us to think about and understand these problems or issues? What information or data might be collected and shared? How can we use different tools to communicate mathematical information to create an opportunity for discussion and engaging in a problem-solving process?
How does Indigenous knowledge connect, intersect and support the curricular competencies and content in our mathematics curriculum? Who is a knowledge holder in your local First Nations community that you could learn from and with?
What are authentic resources? What stories and cultural practices are public and able to be shared? What doe it mean to use authentic resources, stories, and elements of culture in our mathematics teaching? How are resources specific to a local context? Who can we go to to find out more information and learn about local protocols?
What cultural practices in your community have mathematics embedded in them? How might we use the structure of “notice, name and nurture” to expand awareness of what mathematics is and how it can be experienced?
How can stories help us think about the passage of time, relationships, connections and mathematical structures, actions and models?