There were many activities that helped me learn mathematical ideas, as well as demonstrate a connection to other learning areas. For this section of the newsletter, I will highlight one that stood out to me the most.

We spent a class discussing Orange Shirt Day, and learning about ways to bring Indigenous Education into the math classroom. While discussing this topic, we read “The Orange Shirt Day Story,” by Phyllis Webstad. This story teaches students about Canada’s history of residential schools and important information about Indigenous education. Additionally, we connected this story to a math lesson, and discussed ways in which this information can teach students about Indigenous education, but also enrich their mathematical knowledge.

The Orange Shirt Day Story, by Phyllis Webstad

While reading the storybook, here are a few questions you can ask the students to  have them thinking about residential schools, their impact on Indigenous peoples, and mathematical concepts as well:

  • How far was the school from Phylis’ home? How would you feel if you were that far away from your home?
  • How many nights would Phylis be at the school? How do you think Phylis felt when she found out she would need to be away from home for that long?

I chose this activity because bringing in Indigenous education is extremely important in the classroom. This information was not talked about much during my schooling experience, but is now slowly shifting so students understand the importance of learning about Indigenous education. This math activity demonstrated to me the possibilities in which you can connect Indigenous teachings through storybooks, and also a math lesson that can provide an enriched learning experience. I’ve included a picture of the Orange Shirt Day lesson below. I would love to incorporate this in my future math classroom to spread knowledge about this topic.

Here is a photo of the first page of a lesson about Orange Shirt Day and mathematics (resource from EDCI 300 Brightspace). Click on the image to make it bigger.

Here is another part of the lesson that incorporates math questions. Click on the image to make it bigger.

In addition to the connection to the Orange Shirt Day lesson, I have noticed the incorporation of Indigenous education throughout the rest of the term. For instance, many activities we did can relate to the First Peoples of Learning. I’ve included a separate post about these principles, so check out the “Bonus Thoughts” section to learn more! One activity that stood out to me for incorporating these principles is Small Number Investigation. Here is a small snapshot of my assignment where I explained the connection!

Click on the image to make it bigger.

Furthermore, I connected the UNICEF Investigation to the First Peoples Principles of Learning. This connection was not directly connected to Indigenous education (like the Small Number Investigation), but it still demonstrated the importance of these principles in this assignment. Here is my explanation for that one!

Click on the image to make it bigger.

Connecting Indigenous education to mathematical learnings, relates mainly to the “Big Idea” of “Math is Everywhere.” Mathematical processes can connect to numerous things, and I think connecting math problems to Indigenous education can show that these activities have a purpose. For instance, connecting the problems to the First Peoples Principles of Learning or bringing in some form of Indigenous teaching through the problem (i.e., using Indigenous beading to teach about patterns), can demonstrate that math applies to real-life contexts.

As I mentioned above, I connected the Orange Shirt Day activity to Indigenous education. By reading a story about residential schools, students can learn about this important aspect of Canada’s past to work towards reconciliation in the future. Similarly, incorporating math questions, as demonstrated in the lesson plan above, brings the topic back to mathematical teachings to make it cross-curricular. Furthermore, I mentioned that activities such as the Small Number and UNICEF Investigations brought in connections to the First Peoples Principles of Learning. By thinking about a problem, the process of solving it, and what I learned, it was clear how these activities connected to at least one (if not many) of these principles. Here is a photo of the First Peoples Principles of Learning Poster. As I mentioned above, I have a separate post where I discuss the importance of these principles in mathematics (in the “Bonus Thoughts” section).

First Peoples Principles of Learning poster, by the First Nations Education Steering Committee. Click on the image to make it bigger.

Indigenous education is really important to incorporate into our teachings. Currently, there is not a specific subject in place to teach Indigenous history. Thus, bringing in cross-curricular learnings to all subjects, including mathematics, can help bridge learning and teach students necessary information about Indigenous education. This can be done through explicit teachings, like the Orange Shirt Day story and lesson. Furthermore, it can be taught by paying extra attention to the First Peoples Principles of Learning and highlighting these while teaching activities. Connecting Indigenous teaching pedagogies, traditions, and other aspects of their culture can help deepen students’ understanding to make learning meaningful. Thus, these connections are critical to make, and I plan to incorporate Indigenous education throughout math lessons in the future.