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Indigenous Mathematics and Education

How is Mathematics taught in Indigenous communities?

Indigenous learners

  • Education starts in infancy
  • Kinship systems
  • Pattern recognition - reckoning
  • Songs and Dreamtime stories
  • Exchange of knowledge
  • Maths in context

When I was with the aboriginals (sic) on the banks of the Murrumbidgee … the chief woman of the tribe … tried to teach me to count in the native way. She began as she would with her own children, showing me two fingers, two sticks laid together, two eyes, two ears, two elbows, two feet. ... Later she used tiny sticks, fragments of bark, and little clods of earth. This was to show that through differing shapes or differing places two remained two; and it was also to make the eye quick in perception.

(Gilmore, 1963, in Meaney & Evans 2013, p490)

  • Holistic learners
  • Imaginal learners
  • Kinaesthetic learners
  • Co-Operative learners
  • Contextual learners
  • Person-Oriented Learners

Image credit: http://csclub.uwaterloo.ca/~iakowaliindex.phpoption=com_content&view=category&layout=blog&id=35&Itemid=57

Image credit: http://www.moredonprimary.com/classes_2012-13/aut/year1/17_pictogram/01.html

Image credit: http://theconversation.com/australian-census-indigenous-australia-improves-but-closing-the-gap-is-a-long-way-off-7678

How can Indigenous people and educators work together?

How can Indigenous mathematics benefit education?

Conclusion

2. eg: Small Number Counts to 100

1. eg: MAST - Maths As Story Telling

  • Relationship focused - related to everyday life
  • Images and symbols
  • Group work and collaboration
  • eg: Mathematics in Indigenous Context (MIC)
  • Person-oriented teaching

  • Mathematics encoded in Indigenous oral traditions
  • Indigenous Maths teachings can benefit our education system
  • Integrating the two knowledges a way forward

An example of MAST, Year 2 students (Matthews, 2009, p49)

"If you wish to perpetuate inequalities then provide the same education for all" (Robinson & Nichol, 1998, p1)

Video credit: http://mathcatcher.irmacs.sfu.ca/stories

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