Lyn Daniels, the Director of Instruction, Aboriginal learning for Surrey Schools in BC, sees high school mathematics as a gatekeeper course. That’s why she and her colleagues have created Math Camp, a summer learning program just for Indigenous students across the district.
Indigenous students can receive a scholarship to attend this camp that uses Rahael Jalan’s Math, Yes We Can program and The Language of Mathematics workbooks to improve their mathematics skills.
Lyn acknowledges the unusual approach to this program for Indigenous students. Rather than bringing Indigenous cultural connections and contexts to the math classroom, this program focuses more directly on developing math skills and understanding through guided workbooks alongside educational supports. Cultural connections are included but the program begins with the mathematics.
“Math is a gatekeeper course.”
In Math Camp, students get quiet, persistent, one-on-one support from educators, youth and child care workers, and other volunteers. Lyn and her colleagues find different ways to engage the students. They offer a soft start each morning and a warm welcome when the students arrive. They try to relate the mathematics to the stories of students’ lives. They bring in Katzie cultural presenters at times to do weaving, beading, and other cultural activities. They offer food and instil a sense of belonging and friendship.
The success of Math Camp is obvious in its numbers. When the program started 3 years ago, they had 30 students; last year they had 60! In fact, some students who had already graduated, came back to do it again!
Most of the educators involved with Math Camp are not Indigenous. Many of the Indigenous cultural presenters and youth care workers that assist with the program are afraid of mathematics, Lyn says. In fact, some feel downright inadequate. Lyn sees this as a problem. “Math is a gatekeeper course,” she reiterates. “It keeps all of our students out of health and sciences and business.” All the professions that we need math for are then closed to Indigenous students.
Lyn advises educators to keep in mind that Indigenous students may not have had exposure to mathematics in their lives. She recommends practice, practice, practice for Indigenous students. Finding the cultural connections is not a problem but remember that mathematics should come first.