ERIC Number: EJ1360350
Record Type: Journal
Publication Date: 2023-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2577-5081
EISSN: EISSN-2577-509X
Teaching Mathematics to All Learners by Tapping into Indigenous Legends: A Pathway towards Inclusive Education
Golafshani, Nahid
Journal of Global Education and Research, v7 n2 Article 1 p99-115 Jul 2023
This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning.
Descriptors: Mathematics Instruction, Teaching Methods, Indigenous Knowledge, Inclusion, Lesson Plans, Story Telling, Culturally Relevant Education, Elementary Schools, Elementary School Curriculum, Mathematics Curriculum, Mathematical Concepts, Elementary School Students, Mathematics Education, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A