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Teaching for social justice:

There are gaps within math and the curriculum that are influenced by race, SES, and math achievement.

Educators are focusing on trying to close the gap, but this process only benefits the wealthy. This is because it raises the standard for individuals to find resources that may not be available to all people.

Linking what students know about the world issues and how it relates to math

The language project indicates that different languages are used in Canada and should be valued and discussed in the classroom

Cultural contexts within maths can make it difficult for students who do not know the information (ex. Double double)

Indigenous pedagogy:
Pays respect to the Indigenous community by showing and incorporating their ways of learning.
Allows for students to learn math in new perspectives that can be applied the real world
How learning should focus on inquiry and exploration rather than instruction and memorization

Consider:
Educators should consider the types of assessment and teaching they use in the classroom. This can ensure all types of learners’ needs are met. Assessment can be articulated in different ways rather than just standardised testing.  ex) using students’ own language orally to explain, showing what they know

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-the importance of trying to incorporate different subjects into one lesson (math, but also related to culture and history)

-one activity was able to teach students several different mathematical skills

-members of the Indigenous community were able to visit the classroom and work with students, then bring it back to their own community

-one of the most important aspects focused on fostering relationships within classroom as well as the community

-this showed a connection between Western and Indigenous kinds of knowledge and how both can be taught and applied together

-helps foster a sense of appreciation for different cultures and their practices, especially for Indigenous community in this example

-by making questions and research focused on social justice, teachers honour the different facets of students' identity like race, gender, sexuality, and socio-economic status

-working on the what the children were interested in and what their experiences are, building on what they come to school with in regards to their own knowledge and history

*** biggest takeaway is to include their lived experiences of the students as well as their cultural identities in the lesson because math can connect to many different subjects, so if you are able to integrate math into other subjects (cultural/history/language) it helps math become more relatable and accessible to students while also fulfilling being focused on social justice and different identities

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Mathematical practices are made inclusive by by involving culturally informed stakeholders.

A holistic approach of Learning was implemented by using two ways of  knowing- Western & Traditional.

The community was brought into the classroom as a traditional practice of looming was incorporated into the mathematical teachings of patterns, shapes & addition for example. This process of including the community in the classroom evidently made students more excited to learn.

Encourage children to bring home life into the classroom which will support inclusive practice

Acknowledge social justice causes and avoid using them any tokenistic way.

Build and cross culture empathy with children that you work with

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How can Mathematics Education Contribute to Social Justice?
- Math should be for everyone to learn
- Achievement Gaps (dominant groups and marginalized students)
- Including students interests into mathematics
- Using real life human rights issues to integrate mathematics curriculum (water as a human right)

Indigenous Pedagogy for Early Mathematics Algonquin Looming in a Grade 2 Math Classroom
- Collaborated with elders and students
- Included both western and Indigenous ways of learning almost as a "merge"
- Used the Indigenous art of looming to introduce culture into mathematics
- A chance for students to learn the basic skills of creating patterns  and carrying out a plan
- Using mathematics (multiplication) bring patterns to life
- Skip counting

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What is important for educators to:

Consider
- your students backgrounds and cultures
- different learning perspectives and styles

Know
- that there are multiple ways of teaching and learning

Understand
- the needs of each individual student
- the needs of the class as a whole

Practice
- integrating social justice topics into various subjects
- being comfortable with teaching and introducing tough topics

We decided the best way educators can communicate to others about their implementation of social justice topics and indigenous perspectives in their classroom is through a monthly newsletter that will go out to parents and be accessible to the entire school.  The newsletter will contain the social justice topic, a summary of specific topics being introduced and how they are connected to different curriculums. Additionally, we will be transparent with parents about which of the 6 principles we will be directly working with for each social justice discussion so they have a better understanding of the reasoning as to why we are teaching that specific topic.

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1. Making math more tangible--connecting to every life & culture
2. Utilizing what you know and turning it into cross-curricular content
3. "Math as a tool for other learning rather than object of learning"
4. Empowering children to make their own understanding
5. Inspiring inner motivation for students
6. Welcoming community involvement: ensuring teaching is in content of the culture rather than what we think the culture is
7. Inclusivity + Diversity: Sharing cultures among themselves and others
8. Though teacher provides general instructions, students have freedom to choose how they want to express their answer

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Educators should consider incorporating teachings from different cultural groups. E.g., based on the article there is a guiding principle of 2-eyed-seeing: learning from Indigenous ways of knowing and combining Western ways of knowing. Expanding on this concept, teachers can look to their students, provide them agency and allow them to use their principles of learning from their families and their cultures to teach, learn and understand math and the world in the classroom.

Educators should know/understand: that math is a gateway to communicating different perspectives, and prior knowledge and comprehending new information.

Educators should practice using math to learn more about their students and use culturally responsive pedagogy to ensure that students can explore and become curious about the world through math. E.g., in the article Indigenous Pedagogy for Early Mathematics, one example of teachers weaving culture into math is through "learning the art of math through loom beading." This example allows students who are not Indigenous to learn about Indigeneity and the history that occurred in Canada while Indigenous students can voice their prior knowledge through this exercise.

We acknowledge that for teachers to accomplish this task, we must also be mindful of different cultures, learn with students, allow students to teach us, and do our own research before incorporating perspectives, culture, social justice issues and more into math.

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Though there are many principles of social justice we agree with and are essential in teaching, these are the three we focused on:
Principle 2: Build on What Students Bring to School With Them—Knowledge and Interests, Cultural and Linguistic Resources - It is important for teachers to be aware of their personal biases and positionally and as a result open the space to be more inclusive of the student's voices and experiences. Even if the teachers cannot relate - they should be more socially congruent to the diverse students they have.
Principle 4: Work With (not Against) Individuals, Families, and Communities - Reminder that communities are essential in the growth of students and teachers should try to show empathy and understanding to work with others and incorporating Indigenous values instead of isolating them and following only their own views/ways.
Principle 6: Make Inequity, Power, and Activism Explicit Parts of the Curriculum - Social Justice activism should be a part of everyday teachings and lessons. Cross-curriculum lessons can incorporate real world application by encouraging the students to take initiative in their learning and role in community.

Ethnomathematics and Culturally Responsive Mathematics - Like the Indigenous' traditional craft as looming/beading activity - it is important to relate mathematics into real world applications that represent the diverse experiences of ethnic students by focusing on their traditions and rituals. Also, it is important to cultivate math teachings to reflect problem solving for injustices that certain minority groups experience, especially minority groups reflected in the classroom. It is important for educators to consider this so they can create more inclusive classrooms.

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Algonquin math:

Students engage and connect with indigenous community and their knowledge of mathematics

Incorporating indigenous ways of knowing in all pedagogy

Work with - not against individuals, families and communities

Combining western and indigenous knowledges

Teaching for social justice:

6 principles of teaching for social justice

Ethnomathematics = math curriculum should respond to local culture - will provide a foundation for culturally responsible education

Culturally inclusive pedagogy

Like the beading example

Importance on what students bring to the classroom

What is important for educators to consider?
- Being culturally mindful, inclusive
- Creating an equitable classroom