The Indigenous Community Culture Mathematics Education Project (ICCME) supports educators across British Columbia in weaving together Indigenous community-culture-math education approaches.
The project began after the 2020-2021 Indigenous Math Education pilots, when participating teachers recognized the need for sustained mentorship that honoured Indigenous ways of knowing, being, and doing. Guided by Dr. Jo-ann Archibald Q’um Q’um Xiiem and Dr. Cynthia Nicol, ICCME has grown into a cross-district mentorship network.
Through regular gatherings, educators deepen their understanding of Indigenous Storywork, culturally responsive math, and mentorship practices while co-developing classroom projects with teachers in their school districts.
Project Outcomes
Across the years, ICCME has contributed to:
- strengthening teachers’ understanding of Indigenous Storywork, culturally responsive mathematics education, place-based learning, Indigenous ways of knowing, being, and doing, and decolonizing math education;
- supporting the development of multiple projects in classrooms across BC;
- building mentorship capacity in school districts and nurturing mentor educators.
Learning Together in Schools
Through ICCME, educators across British Columbia collaborate with colleagues, Indigenous communities, and mentors to design meaningful learning experiences that bring together Indigenous community, culture, and mathematics. Guided by Indigenous Storywork, these school projects support shared learning while nurturing mathematical flourishing. We invite you to explore the ICCME Summary Reports below to learn more from the projects shared by participating school districts.
ICCME Summary Reports
ICCME acknowledges the support from:
