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For the elementary school, any mathematics will be good if it helps the students' mathematical thinnking the question is what are 'basic concepts'. Is it counting and calculation? Is it equivalence, mesure, logic?

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For the elementary school, any mathematics will be good if it helps the students' mathematical thinnking the question is what are 'basic concepts'. Is it counting and calculation? Is it equivalence, mesure, logic?

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What is deemed as canonical now, it has been considered non-canonical somewhere in the past (e.g., the Cartesian plane at Cartesio's age).

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What is deemed as canonical now, it has been considered non-canonical somewhere in the past (e.g., the Cartesian plane at Cartesio's age).

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So, can we keep going with the non-canonical?

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Should we encourage students to question or challenge the content presented within mathematics curriculum? I ask this to consider how students might engage in this discussion today. If we should encourage this, how might we do so? How might we help teachers to do so?

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Is there a place for "what should we do "-questions in Mathematics Education Research? What is the added value of Research when ideological issues are under discussion?

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Is there a place for "what should we do "-questions in Mathematics Education Research? What is the added value of Research when ideological issues are under discussion?

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How can we effectively support schools and society in recognising that incorporating diverse mathematical knowledge will not only enhance our education system but also empower our current and future societal practices?

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While inclusion of both knowledge types is necessary, could/should it be indicated within the curriculum as this may lead to cutting the non-canonical concepts on the front line when there are time constraints, or localized undervaluing of non-canonical knowledge as “other” than pure mathematical foundations.

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The question of “should we draw…” is not only one for us and yet we are asking it only amongst ourselves without even granting the right of parents, employers, governments, and community leaders to chime in. At the same time, by asking the should question, we are relinquishing our responsibility to RESEARCH mathematics education. I think we should be considering the question of “how we should STUDY the question of to what extent we should draw on…” that is, we should be discussing theoretical and methodological questions that would support providing a research perspective on a question for which we are NOT the only ones with the right to answer.

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How/where would discussions on the misappropriated origins of mathematical knowledge and reclaiming ownership enter this debate? For example, 

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How/where would discussions on the misappropriated origins of mathematical knowledge and reclaiming ownership enter this debate? For example, 

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human1011 on Instagram: "Apparently francophone countries do call it Al-Kashi’s theorem, which is nice. English sucks tho

#math #science #language #STEM #india #islam #persia #china"

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303K likes, 3,669 comments - humanteneleven on June 21, 2024: "Apparently francophone countries do call it Al-Kashi’s theorem, which is nice. English sucks tho

#math #science #language #STEM #india #islam #persia #china". 

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How can we incorporate students and teachers experiential funds of knowledge into the mathematical curriculum? Do these funds fit within the “non-canonical” knowledge? Do they expand on the non-canonical knowledge?

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Could you dive into some specific examples on what math would you consider non-canonical nowadays? I find it hard to imagine an example that is not linked to (or even a necessary previous step to) canonical math, specially if we see math (canonically) as the combination of procedures, concepts, processes, skills...

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Could you dive into some specific examples on what math would you consider non-canonical nowadays? I find it hard to imagine an example that is not linked to (or even a necessary previous step to) canonical math, specially if we see math (canonically) as the combination of procedures, concepts, processes, skills...

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When we discuss ways of knowing, are we only discussing context or mathematical content? In the former sense, do we run the risk of teaching only “applied” mathematics and not encouraging the appreciation of mathematics for the sake of it?

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What strategies can we use to influence government and society to recognise that incorporating diverse mathematical knowledge will benefit the human condition?

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Tony said that the so-called canonical math actually comes from diverse places (appropriated by the West). How is this advocacy for including diverse math in the curriculum different from the cannon that has already drawn on diverse mathematics?

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Could the panel offer one example (each) of non-canonical mathematics?

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Reference was made by speakers to “we” (what “we” value, what “we” agree with etc). My question is who is included in the “we” and what are the implications for those who are included and those who are excluded in the “we” including whose voices are heard in efforts to determine what is valued and what is not?

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Given that societal values influence what knowledge is considered important, how can we shift the perception of value to include diverse mathematical knowledge, ensuring it is seen as essential for a good life alongside canonical mathematics?

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We can't have a good life without canonical knowledge of Math?  

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We can't have a good life without canonical knowledge of Math?  

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The discussion has been about inclusion. From the perspectives of various communities there may be topics that must be excluded. Are those perspectives going to be respected?

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Question for Vilma: are cannonical mathematics’ values fixed, ahistoric, unchangeable?

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How do we support teachers to value both ways of seeing the world ?? When supposedly one provides an outcome of a “better life” ?

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If we want to go fast, focus on only canonical knowledge, if we want to go far, focus on the inclusion of non- canonical and canonical knowledge. 

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If we want to go fast, focus on only canonical knowledge, if we want to go far, focus on the inclusion of non- canonical and canonical knowledge. 

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If we want to go fast navigating a canoe across the pacific, maybe some non-caconical mathematics would be better…

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In teaching non-canonical mathematics, are we limiting our global society? (I.e., situating in the culture/ways of knowing in only one country).

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Question for Tony: in the claim that Indigenous groups have a right to determine school curriculum content, would this extend eg to communities not wanting to teach evolution, in favour of creationism? How do we draw limits or boundaries around acceptable curricula?

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What do students think of this? What do children feel about this? What is relevant for them and what outcomes have we had in those directions through the canonical mathematics curriculum (and pedagogies)?

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What is the goal of math education?

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Given the constraints on educational resources, how do you propose we balance the inclusion of diverse mathematical perspectives with the existing curriculum, ensuring that both canonical and non-canonical knowledge are adequately represented and resourced?

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In terms of accessibility of mathematics , colonical maths has been problemtic to majority maginilization group.  Can connecting with non colonical maths serve as a ladder to reach more sophisticated content of mathematics (main stream maths)

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In absence of clear definition of "non-canonical mathematics," having examples of non-canonical mathematics that might have been considered for inclusion in math curricula would be nice.

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I agree with Vilma that it all comes down to values. I would like to hear the panelists address whether the values that are attached to the canon best reflect and support the type of society we (they) want.

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How can mathematics curriculum reflect diverse mathematics without once more marginalising learners from less canonical backgrounds? I.e. some learners do less canonical mathematics to be included but then lose access to powerful stuff?

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Should we think about canonical learners?

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When mathematics is mastered (by including or no including the colonical maths in the curriculum) what happens to the issues of diversity and equality?

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file:///C:/Users/jkau508/Downloads/MathematicsandTribalChildren.pdf

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Are we committing mathematics teaching malpractice if we do not lay the foundation for students to have choices of entering mathematics-based fields? Avoidance of definitions (a key component for mathematicians) and avoiding development of efficient mathematical methods is highly problematic for students who want to continue to progress in mathematics fields.