Decolonizing Mathematics Curriculum and Pedagogy: Indigenous Knowledge Has Always Been Mathematics Education

Autor/inn/en	Garcia-Olp, Michelle; Nelson, Chris; Saiz, LeRoy
Titel	Decolonizing Mathematics Curriculum and Pedagogy: Indigenous Knowledge Has Always Been Mathematics Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 58 (2022) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garcia-Olp, Michelle) ORCID (Nelson, Chris) ORCID (Saiz, LeRoy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.2010079
Schlagwörter	Mathematics Education; Educational Change; Indigenous Knowledge; College Preparation; College Attendance; Program Descriptions; Place Based Education; Mastery Learning; Public Schools; Partnerships in Education; American Indian Students; Culturally Relevant Education; American Indian History; Trauma; Federal Indian Relationship; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsreform; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Public school; Öffentliche Schule; Hochschulpartnerschaft
Abstract	This article illustrates the shared work of Indigenous scholars and community members rooted in Indigenous knowledge toward the goal of decolonizing mathematics education. Furthermore, this study highlights "IndigiLogix: Mathematics\|Culture\|Environment (M\|C\|E)" programming, which is a mathematics precollege program created to advance college access and community empowerment for Indigenous students. "IndigiLogix" programming seeks to decolonize mathematics education through 4 curricular examples rooted in Indigenous place-based education, with the components of belonging, mastery, independence, and generosity (BMIG), and Indigenous mathematics knowledge. In partnership with public schools' Indian Education Departments and Indigenous community Elders and community members, this model was employed in a precollege mathematics program for Indigenous youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01