Ethnomathematics & Indigenous learners
Aboriginal perspectives are not found in Aboriginal content, but Aboriginal processes…(8-ways pedagogy, 2016)
When I read this quote it really resonated with me. It is another way of saying that to be inclusive of Aboriginal students, tokenistic learning is not going to help, but doing things the way they do will allow for students to grasp concepts in a way that is familiar to them. Tyson in Purdie et al. (2011) explains it like this “we are learning through culture not just about culture – we are talking about our ways not our things, the how not he what.” I believe this should be done for all cultures to show respect and inclusiveness.
The picture with this blog is the visual representation of the 8-ways pedagogy. At the very bottom of this blog I have included each individual picture with a basic explanation on each learning way. For more information on the 8-ways pedagogy go to http://8ways.wikispaces.com/
Creativity in the classroom is important. Purdie et al (2011, p. 175) explain that through creativity students can explore solution to problems, on their own terms with their world view. Matthews in Purdie et al (2011 p. 179) writes of the importance of “contextualising mathematics pedagogy with Indigenous culture to overcome barriers of Indigenous marginalisation with respect to the mathematics learning.” Putting things into context with each culture or students’ lives will give personal meaning and allow for real connections to be made.
Purdie et al (2011, p. 179) writes that “Programs and learning experiences that reinforce pride in Indigenous identity and culture can dramatically improve learning outcomes for Indigenous students in mathematics.” I believe that a school culture needs to not only enable students to think confidently about themselves and their identity but to positively promote it. This will have the carry on effect of encouraging self-worth and self-improvement. Sharing the contribution each culture has had to maths in the past is one way of doing this. Purdie et al (2011 p. 179) also write about “The importance of creating a learning environment that is caring, colourful, exciting, stimulating and reflective of possibilities that will engage children and adults in a collaborative approach to provide opportunities for indigenous students to learn, no matter how diverse their cultural and social backgrounds.” An inspiring and motivating environment should be careful designed to encompass all represented cultures in the class, so each student can identify and feel included would be the start – I believe - of an ethnomathematics inclusive lesson.
Allowing students to learn the content using their current knowledge, to be creative and take ownership of their learning is important. Matthews in Purdie et al (2011 p. 175) writes that once students can take ownership of their learning they develop a sense of pride, which is essential for life-long learning and a positive sense of their individuality. Teachers need to have an understanding and knowledge of different cultures, speak and incorporate different cultural ways with respect in the classroom, as well as allowing creativity for some self-directed learning in the maths classroom is going to make a positive difference for students of all cultures.
The eight-way framework (8ways – wikispaces.com, 2016)
Story sharing
The story sharing part of the framework is the way Aboriginal people connect – through sharing stories or a yarn. It is not the telling of dreamtime stories but the real process of sharing stories or a narrative with each other.
Learning map
This uses the visual process of learning, having an explicit map of the learning or pathway that will take place is called the learning map.
Non-verbal
This uses the kinaesthetic skills of learning. It is done through seeing, acting, thinking, sharing and doing - without words.
Symbols and images
Through symbols, artwork and projects Aboriginal people are able to keep and share content and contexts now and into the future.
Land Links
Aboriginal people learn through linking things to the land and place. It is taking and linking the learning to nature.
Non-linear
The non-linear part of the framework is about thinking laterally – taking different ideas and putting them together to create new knowledge.
Deconstruct/reconstruct
This part of the framework refers to looking at the big picture first - working from whole to parts. It is watching then doing.
Community links
Sharing knowledge with each other, and taking home new knowledge to help the community is what community links is about.
References
Eight – ways framework. (2016). 8ways-pedagogy. Retrieved form http://8ways.wikispaces.com
Purdie, N. Milgate, G. Bell, H, R. (2011). Two way Teaching and Learning Towards culturally reflective and relevant education. Victoria, Australia; ACER.