A Narrative Inquiry Into Experiences Indigenizing School Mathematics Through Place-Based Education

• In Event: Exploring Indigenous Education

Abstract

This article describes the experiences of two elementary school teachers who Indigenized school mathematics through place-based education (PBE) in a Canadian prairie province. Using a narrative inquiry, we discuss the teachers’ understanding of Indigenization and PBE in relation to school mathematics, their difficulties and successes addressing curricular outcomes, and their recommendations for other teachers wishing to take up this practice.

Authors

• Stavros Georgios Stavrou, University of Saskatchewan

• M. Shaun Murphy, University of Saskatchewan