Fractional Humans: How Decolonizing the Learning of Mathematics Can Heal

Autor/inn/en	Ruef, Jennifer L.; Jacob, Michelle M.
Titel	Fractional Humans: How Decolonizing the Learning of Mathematics Can Heal
Quelle	In: For the Learning of Mathematics, 41 (2021) 1, S.14-17 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Mathematics Curriculum; Indigenous Populations; Indigenous Knowledge; Culturally Relevant Education; Curriculum Development; Land Settlement; American Indian Culture; American Indians; Fractions; Racial Bias; American Indian History; United States History + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sinti und Roma; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Siedlungsraum; American Indian; Indianer; Bruchrechnung; Racial discrimination; Rassismus
Abstract	As members of a research group taking initial steps for creating mathematics curriculum in an Indigenous language (Yakama Ichishkíin), we engaged with an unanticipated outcome: the ways Indigenous identities and homelands are fractionated, as part of ongoing colonizing harm. Our work centers on how mathematics instruction can help heal, by recognizing, valuing, and inviting learners to wholly engage in mathematics in ways that honor and reflect Indigenous ways of being and knowing. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01