In the series Centering Indigenous Pedagogies in Mathematics Education, leading scholars and educators explored strategies for centering Indigenous pedagogies in mathematics education. Sessions focused on classroom teachers’ examples, ideas, and questions on Indigenous pedagogies, such as Indigenous Storywork, Teaching Mathematics with/from Place and Land, and Culturally Responsive Mathematics Education and Assessment Practices.
Sessions included:
- Mathematical Moments of Becoming Indigenous Storywork Ready
- The Power of Teaching and Learning Mathematics through Land and Place
- Culturally Responsive Mathematics Education across Contexts
- Oral and Experiential Stories as Indigenous Pedagogies for Mathematical Flourishing
Session 1: Mathematical Moments of Becoming Indigenous Storywork Ready
In this session, presenters shared how they wove Indigenous Storywork principles into math learning with elementary and secondary students. Two witnesses shared their thoughts after each experience and reflected on the power of learning mathematics through story, land, and place.
Presenters included:
- Dahlia Benedikt (Seneca College, Toronto)
- Karen Kehl (Salmon Arm SD 83)
- Sara Davidson (SFU)
- Janice Novakowski (Richmond SD 38, UBC)
- Cynthia Nicol (UBC)
- Jo-ann Archibald (UBC)
- Leyton Schnellert (UBC)
Session 2: The Power of Teaching and Learning Mathematics through Land and Place
In this second session, educators shared two experiences rooted in land-based and place-based approaches: an inquiry into the Chehalis story and fishing weir with elementary students, and a secondary project connecting mathematics with the Highway of Tears and the Missing and Murdered Indigenous Women and Girls. Curriculum responders reflected on each experience, offering thoughtful extensions across grades and contexts.
Presenters included:
- Tawnie Hildebrandt (SD 34 Abbotsford)
- Carol Bob (SD 82 Coast Mountain)
- Monica Bergeron (SD 73 Kamloops-Thompson )
- Sandra Fox (SD 39 Vancouver)
- Janice Novakowski (SD 38 Richmond)
- Cynthia Nicol (UBC)
- Jo-ann Archibald (UBC)
- Leyton Schnellert (UBC)
Session 3: Culturally Responsive Mathematics Education across Contexts
In this third session, Robert Cowie shared how Indigenous knowledge, land-based learning, and digital technology can come together to foster holistic, relational, and meaningful learning experiences through the Pacific Northwest Coast Minecraft project. Two curriculum responders enriched the discussion by offering classroom connections and math applications.
Presenters included:
- Rob Cowie (SD 43 Coquitlam )
- Christina Reis (IB Maple Ridge)
- Megan H. (SD 39 Vancouver )
- Janice Novakowski (SD 38 Richmond & UBC)
- Cynthia Nicol (UBC)
- Jo-ann Archibald (UBC)
- Leyton Schnellert (UBC)
Session 4: Oral and Experiential Stories as Indigenous Pedagogies for Mathematical Flourishing
In this fourth and final session, Haida artist Billy Yovanovich shared the “Low Tide Woman” story and carving process, framing math as a “special friend” present throughout, while curriculum responders offered classroom applications for elementary and secondary levels.
Presenters included:
- Billy Yovanovich (Haida Gwaii)
- Joanna Yovanovich (SD 50 Haida Gwaii School District)
- Tamara Shand (SD 39 Vancouver)
- Courtney Fox (Tsuut’ina Nation Education, Alberta)
- Cynthia Nicol (UBC)