Part I: Commentary – The Changing Landscape of Teaching and Learning Mathematics
Part I of the book focuses on what is to happen or is happening inside and outside the mathematics classroom in Canada, in the effort to re-think innovative and better ways of teaching and learning mathematics. In the context of mathematics teaching, the exploration of various ways, and in particular Indigenous strategies and their integration into the school mathematics curriculum, should be considered significant towards the effectiveness of teaching and learning mathematics. For example, the artifacts available in the local environments are important tools to be used in teaching in order to bridge the gap between what is usually taught in the classroom and what exists outside the classroom, i.e. in society. Radford, Miranda and Lacroix indicate that knowledge is cultural and historical and emphasize that teaching and learning practices have to be considered from a cultural-historical approach. In this case, mathematics teachers should have knowledge to recognize, identify and use the materials around (in the environment) to promote the best ways of teaching. By using the cultural-historical approach, Radford et al. emphasize fostering deep student conceptual understanding through forms of collective learning, trying to move away from the constructivism approach which is student-centered and which the author believes tends to sideline the role of the teacher.