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Identity-Making through Cree Mathematizing
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- Author(s): Stavrou, Stavros Georgios; Murphy, M. Shaun
- Language:
English- Source:
Canadian Journal of Education. Aut 2019 42(3):692-714.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Descriptive - Language:
- Additional Information
- Availability: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: [email protected]; Web site: https://cje-rce.ca/
- Peer Reviewed: Y
- Source: 23
- Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools - Subject Terms:
- ISSN: 1918-5979
- Abstract: We describe mathematics classroom teaching practice in an urban Canadian prairie Cree-bilingual school using the term "Cree mathematizing," which, to us, means (re)considering Euro-Western school mathematics from the perspectives of the Cree people engaging with the content. "Cree mathematizing" takes the form of classroom lessons in which mathematical terms are translated between English and Cree, shared through stories situated in time, place, and relationships, and contextualized by the experiences of the students and teachers. In terms of the narrative conception of identity-making, "Cree mathematizing" is a process of engaging in school mathematics that necessitates Cree educators and students to understand themselves as producing mathematics through their unique experiences and stories, making "Cree mathematizing" a partial representation of identity. We argue that "Cree mathematizing" is a subversive practice that challenges the ways Euro-Western school mathematics is taught as a culture-free, apolitical, and decontextualized endeavour that is devoid of human narratives of experience.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1231582
- Availability:
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