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Mathematics Education Research Journal

, Volume 25, Issue 1, pp 73–89 | Cite as

Designing a model of culturally responsive mathematics education: place, relationships and storywork

  • Cynthia Nicol
  • Jo-ann Archibald
  • Jeff Baker
Original Article

Introduction

The past decade has seen increased efforts to reconceptualise mathematics as an intellectual right of all students (Gates and Vistro-Yo 2003). Yet educational systems worldwide have failed Indigenous students (Battiste 2002; Cooper et al. 2006). In Canada almost 45 % of Aboriginal1 youth between the ages of 20 and 24 have less than a high school education compared to 19 % of the general population (Cowley and Easton 2006). Aboriginal students tend to be over-represented in special education classes and low-track mathematics courses and under-represented in higher-level mathematics courses, post-secondary studies that require mathematics, and careers that use mathematics. Even more devastating is the structure of doubt educational systems have generated among Aboriginal students. Such self-doubt has led learners to discount their inherent experiences, capacities, and gifts (Battiste 2002), while school mathematics has often functioned to exclude Aboriginal students and...

Notes

Acknowledgements

This research was funded in part by the Social Sciences and Humanities Research Council of Canada, the Vancouver Foundation, and the Canadian Council on Learning. We gratefully acknowledge the teachers, students and community members who contributed to this project.

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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2012

Authors and Affiliations

  1. 1.Faculty of Education, Department of Curriculum and PedagogyUniversity of British ColumbiaVancouverCanada
  2. 2.Faculty of EducationUniversity of British ColumbiaVancouverCanada
  3. 3.Aboriginal Programs College of EducationUniversity of SaskatchewanSaskatoonCanada

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